Wyo. Code R. 019-0001-1
Teaching Standards Board, Professional
Chapter 1: General Provisions
Effective Date: 09/05/1996 to 01/28/1997
Rule Type: Superceded Rules & Regulations
Reference Number: 019.0001.1.09051996
Section 1. Authority. These rules and regulations governing professional educator certification are promulgated by the Professional Teaching Standards Board pursuant to the Wyoming Administrative Procedure Act W.S. 16-3-101 through 16-3-115; W. S. 21-2-801 and 21-2-802.
Section 2. Definitions. For the purpose of these regulations the following terms shall have meanings as ascribed below:
(a) Advanced Approved Program. A graduate level, professional education program provided by an institution of higher learning meeting state program approval standards and accredited by the National Council for the Accreditation of Teacher Education (NCATE) or a regional accreditation association, such as the North Central Association of Colleges & Schools (NCA).
(b) Approved Program. Any professional education program offered by an institution of higher learning meeting Wyoming program standards. The Professional Teaching Standards Board reserves the right to review for approval any professional education program leading to possible certification in Wyoming.
(c) Assessment of Competence. Knowledge, skills, and professional competencies verified through a portfolio assessment rather than normal program enrollment, attendance, and completion. Assessment of competence must be done by an NCATE or regionally accredited institution.
(d) Assistant Athletic Coach. Any athletic coach other than the head athletic coach, including athletic coaches at the middle/junior high school level.
(e) Certificate. The document issued by the Professional Teaching Standards Board which verifies that an applicant has completed an approved program or portfolio assessment and has met the requirements of Wyoming state law and the professional educator certification regulations of the Professional Teaching Standards Board.
(f) Classroom Teaching Experience. Experience as a certified employee working with students on a regular basis in an appropriately licensed and/or accredited pre-school through grade 12 level or combination thereof. This experience must include the responsibility for providing daily instruction or direct service to students for a majority of the program day. Experience in a non-public school district pre-school shall not count toward the experience needed for a counselor's, principal's, or superintendent's endorsement.
(g) Date of Application. The date the application is received by the Professional Teaching Standards Board.
(h) Deficiency. The extent to which an applicant does not meet stated requirements.
(i) Endorsement. An official indication on a certificate of the subject area(s) and/or specialized program area(s) in which the holder of the certificate is authorized to practice in Wyoming public schools.
(j) Exception. A temporary suspension of the certification regulations granted by the Professional Teaching Standards Board under special circumstances at the request of the applicant.
(k) Head Athletic Coach. The athletic coach for a specific sport at a high school or junior high/middle school. (One of the coaches for each interscholastic sport at the high school and junior/middle school must be a head coach.)
(l) Initial Applicant. A person applying for a Wyoming certificate for the first time or adding an endorsement not currently held.
(m) Institutional Recommendation. Verification by an institution of higher learning that the applicant has completed a program or fulfilled the knowledge, skills, or professional competencies which have been approved by the Professional Teaching Standards Board.
(n) Non-Qualified Applicant. An individual whose request for a certificate, permit, or endorsement cannot be processed within ninety (90) days after its receipt by the Professional Teaching Standards Board, because all required materials have not been received.
(o) Permit. A document issued by the Professional Teaching Standards Board verifying that an applicant meets the specified standards to perform as a school nurse, classroom substitute, athletic coach, trade and technical education instructor, intern, temporary employment, or visiting foreign teacher.
(p) Petition of Appeal. An applicant's or certificate holder's written request to the Professional Teaching Standards Board appealing a denial for certification and/or recertification.
(q) Portfolio Assessment. Knowledge, skills, and professional competencies verified through such means as video taped segments of teaching performance, journals, transcripts, performance evaluations conducted by teams of practicing teachers and university professors, and statements of beliefs and philosophy, etc.
(r) Professional Development Activity. A specific learning program completed during the term of a certificate or permit to improve an applicant's skills. Professional Development Activity is required to renew a certificate or permit. This requirement may be satisfied by graduate or undergraduate work in an approved program at an institution of higher learning, an activity approved by the Professional Teaching Standards Board, work that would be transferrable to an approved program, a local staff development program approved by the Professional Teaching Standards Board, successful completion of requirements for certification by the National Board for Professional Teaching Standards, an individual professional development program, or Professional Teaching Standards Board inservice workshops.
(s) Reciprocity. Agreements among states whereby professional educators may have their qualifications recognized in other states.
(t) Renewal Requirements. Successful professional development activities required during the period for which the certificate or permit is valid which allow the applicant to renew the certificate or permit for an identified period of time.
(u) Revocation. The permanent removal of a licensee's certificate by the Professional Teaching Standards Board. Revocation does not prevent a former licensee from becoming a new certificate applicant.
(v) Suspension. The temporary removal of a licensee's certificate by the Professional Teaching Standards Board. A suspension is annotated on a current certificate. A suspension expires before the certificate would expire, leaving the certificate in force for the remainder of its stated time when issued.
(w) Undergraduate Approved Program. The undergraduate professional education program consisting of learning experience and outcomes in general education, professional education, and a teaching field.
(x) Unqualified Applicant. An individual who does not meet Wyoming's certification regulations.
(a) Certificates, Endorsements and Permits
(i) At the time an endorsement area program is approved by the professional teaching standards board, the transcript analysis process of certification will no longer be used as an evaluation for a certificate or endorsement.
(ii) The process of evaluation for a certificate or endorsement will include the following steps:
(A) Completion of an approved program.
(B) Comparison of Wyoming program approval standards to other state program approval standards with deficiencies noted.
(C) Analysis of an education program to Wyoming standards through portfolio analysis.
(iii) Current Valid Certificate. An educator currently holding a valid certificate will be permitted to continue to hold that certificate as long as the appropriate professional development renewal criteria are met.
(iv) Lapsed Certificate. A current certificate which has been allowed to lapse after July 1, 1992, will be void. Applicants must then qualify under the latest certification regulations in effect at the time of application.
(v) Current Endorsements. Endorsements issued prior to July 1, 1992, shall be continued on subsequent renewals.
(vi) An application filed after July 1, 1992, shall be subject to the regulations as they are recorded in the year application is made.
(vii) Permits. Permits issued prior to July 1, 1992, remain in force for the term of the permit.
(b) All certificates and endorsements will be issued based on program approval standards by July 1995.
Section 4. Certification Through Reciprocity. Although certificates from other states are not directly transferable to Wyoming, the Interstate Certification Compact or any regionally based agreements will permit an education professional who has completed approved programs or has experience in another state to have his/her qualifications recognized in the State of Wyoming. Certification by another state will be recognized if the certificate is current and equivalent to any of Wyoming's certificates. Reciprocity agreements are on file with the Professional Teaching Standards Board. Applicants who are issued Wyoming certificates will be allowed five (5) years to complete specific Wyoming requirements.
Section 5. General Regulations. The general regulations that apply to all personnel holding a professional educator certificate or permit are drawn from Wyoming statutes and the regulations of the Professional Teaching Standards Board.
(a) Certification Required. A person may teach or provide professional services in a public school in Wyoming, and receive compensation from public funds for such services rendered, only if he/she is a certificate or permit holder or an applicant and qualified for a certificate or permit (W.S. 21-7-303).
(b) Assignment of Certified Personnel. School personnel to whom certificates or permits are issued under these regulations must be assigned only to those grade levels or endorsement areas for which their certificates or permits are issued or working in collaboration with colleagues who hold appropriate certificates.
(c) Certificate or Permit Property of Applicant. A certificate or permit is the property of the applicant to whom it is issued.
(d) Development and Approval of New Endorsement Areas. The Professional Teaching Standards Board reserves the right to develop additional endorsement areas to meet changing needs.
(a) Application Required. An applicant for any certificate, permit, or endorsement(s) must make application directly to the Professional Teaching Standards Board, Hathaway Building, 2nd Floor, 2300 Capitol Avenue, Cheyenne, Wyoming, 82002. Application forms may be obtained from local superintendents and the University of Wyoming.
(b) Application Materials. Applicants must acquire, complete, and submit the following materials to the Professional Teaching Standards Board:
(i) Application. The application must be properly completed, signed, and dated.
(ii) Completed fingerprint cards.
(iii) Institutional Recommendation. The institutional recommendation must appear on the application, be signed by the designated official of the institution of higher learning, and bear the official seal of the institution.
(iv) Constitutions of U.S. and Wyoming. All applicants must present documentation of successful completion of a course which provides instruction in the Constitutions of the United States of America and the State of Wyoming; or applicants may take a Professional Teaching Standards Board administered examination on the U.S. and Wyoming Constitutions. A score of seventy-five percent (75%) or better on the test(s) is required. (W.S. 21-7-304).
(v) Fees. Fees can be paid by personal check from a Wyoming bank, cash, money order or cashier's check, payable to the Professional Teaching Standards Board. All materials required for certification must be received within ninety (90) days from the date of application, or an additional fee will be charged. The current fee schedule, set by the Professional Teaching Standards Board, is available from the Professional Teaching Standards Board or the administrative offices of local school districts. Fees are not refundable.
(vi) Application Materials on File. Application materials upon which certificates are issued will remain on file as long as the certificates issued are in effect.
(i) Application Materials. When all required application materials are received by the Professional Teaching Standards Board, they will be evaluated in accordance with the requirements of Wyoming law and the Professional Teaching Standards Board regulations for the type of certificate or permit requested.
(ii) Requirements Met. If the requirements are met, the Professional Teaching Standards Board will issue the appropriate certificate or permit.
(iii) Requirements Not Met. If the requirements are not met, the Professional Teaching Standards Board will notify the applicant that the application is denied. The denial notification will include the reason upon which the denial is based. Accompanying the decision notice will be information to the applicant about the applicant's due process rights and procedures for seeking an appeal or an exception before the Professional Teaching Standards Board. Due process procedures are listed in Chapter 2.
Section 7. Requirements Of Certificates And Permits. The requirements for certificates and permits outlined in these rules apply to all certificates and permits, regardless of the areas of endorsement. Specific endorsements in the teaching or education specialist areas for which the applicant is qualified will be added to the certificates and permits.
(a) Expiration Date August 31st. Renewal certificates and permits issued prior to June 30, 1995, are valid from the date of issuance until August 31st of the final year of the term for which they were issued. The school year in which the certificate or permit is issued shall be considered as the first year of the term of that certificate or permit.
(b) New Certificates and Permits Issued After July 1, 1995. New certificates and permits issued after July 1, 1995, are valid from the date when materials were received by the Professional Teaching Standards Board, and the requirements were met.
(c) Failure to Renew. A person who fails to renew his/her certificate or permit will be considered a new applicant.
(d) New Applicants. A person shall be considered a new applicant when changing the type of certificate, permit, or endorsement and shall be subject to current requirements for that certificate, permit, or endorsement. All certificates and endorsements issued prior to July 1, 1992, will continue in force when properly renewed.
Section 8. Types Of Certificates And Permits. The Professional Teaching Standards Board is authorized to issue one (1) type of certificate and five (5) types of permits. Each is issued for a specified period of time. A certificate or permit allows the holder to serve in specified position(s) in the public schools of the state.
(a) Standard Certificate. A Standard Certificate is issued for a period of up to five (5) years. It lists the endorsement(s) by grade levels in which the applicant is authorized to teach, counsel, work with students, or administer.
(b) Permits.
(i) School Nurse Permit.
(ii) Classroom Substitute Permit.
(iii) Trade and Technical Education Instructor Permit.
(iv) Athletic Coaching Permit.
(v) School Nurse Substitute Permit.
(vi) Temporary Employment Permits:
(A) Internship Permit.
(B) Temporary Employment Permit.
(C) Visiting Foreign Teacher Permit.
(a) Requirements. The applicant shall hold a bachelor's degree and have an Institutional Recommendation from an institution of higher learning that has been approved by the Professional Teaching Standards Board.
(b) Grade Levels of Standard Teaching Certificate. The qualified applicant will be issued one or more of the following:
(i) Pre-School Years (Birth to Age 5) The applicant shall have completed an approved professional education program designed to prepare teachers for pre-school settings.
(ii) Elementary Grades (k-8). The applicant shall have completed an approved professional education program designed to prepare teachers for elementary school settings. The elementary level also satisfies the elementary endorsement.
(iii) Middle School Grades (5-8). The applicant shall have completed an approved professional education program designed to prepare teachers for a middle school setting. The middle school may include any grades 5-8 in a formal organization.
(iv) Secondary Grades (7-12). The applicant shall have completed an approved professional education program designed to prepare teachers for secondary school settings. The applicant shall also satisfy the requirements for one or more of the teaching endorsements outlined in this document.
(v) Grades k-12. The applicant shall have completed an approved professional education program designed to prepare teachers for k-12 school settings. The applicant shall also satisfy the requirements for one or more of the teaching endorsements outlined in this document.
(c) Endorsements. Endorsement(s) for which an applicant qualifies will appear on the Standard Certificate. As determined by the program approval standards, the
endorsement(s) will allow the teacher to provide instruction in the classroom, or the administrator or pupil personnel person to provide services in the area(s) identified on the certificate. Teaching endorsements are valid at the level for which they are issued.
(d) General Education Program Approval. General Education embraces those studies commonly known as the liberal arts. Its purpose is to provide the knowledge, skills, understandings appreciations associated a well-educated, well-rounded individual. It shall include such broad areas as the humanities, mathematics, the biological and physical sciences, the social and behavioral sciences and oral and written communication skills. In addition to the core of knowledge provided through a general education, there shall be fostered an appreciation of cultural, scientific, creative and aesthetic processes which help develop critical and analytic approaches to knowledge. The general education component shall include a well-planned sequence of courses and experiences offered by the faculty in liberal arts and other general studies.
(i) Standard I. There shall be a process for coordinating, implementing and evaluating the curriculum in the general education program between those departments that offer the general education experiences and the professional education faculty to assure that the state standards of the teacher education program are achieved.
(ii) Standard II. The general education program shall require demonstrated knowledge of the following areas:
(A) major works of literature including American, English and world literature; (B) basic mathematical properties, processes and symbols; (C) historical and cultural values, customs and social institutions of both Western and non-Western cultures; (D) intellectual ideas and principles including an appreciation of the and humanities; (E) natural sciences (biological and physical); (F) social or behavioral sciences; (G) principles of physical and mental health as they apply to individuals and the community.
(iii) Standard III. The general education program shall require demonstrated competence in written and oral communication skills.
(e) General Education Transcript Analysis. The applicant shall be a graduate of an accredited teacher preparation program. Forty (40) semester hours in general education are required, distributed so that work is completed in at least six (6) of the following areas:
(i) English (oral, written and literature); (ii) Fine Arts; (iii) Foreign Language; (iv) Health and Physical Education; (v) Humanities; (vi) Mathematics; (vii) Practical Arts; (viii) Psychology;
(x) Social Studies.
College credit used to satisfy the requirements in general education may also be counted in meeting requirements in the field of teaching endorsement unless otherwise stated in the regulations.
(f) Professional Education Program Approval. Professional education is based on those studies which include foundations of education, methods and materials of teaching and supervised experiences designed to provide areas of knowledge and competencies required in the teaching profession. Its purpose is to contribute directly to the prospective teacher's skills in guiding student learning. The prospective teacher shall complete a program that provides for the development of insights into child and adolescent psychology; the teaching/learning process; the social interactive process of the classroom, school and community; the methods, materials and instructional technology of the school system; and the broader problems of the profession as they relate to society and the function of the school.
(i) Standard I. The program shall require experiences that develop knowledge, skills and attitudes in the prospective teacher which enhance pupil self-esteem and confidence and promote constructive interaction among people of differing economic, social, racial, ethnic and religious backgrounds.
(ii) Standard II. The program shall require knowledge of general principles of life-long human growth and development and the relationship of teaching and learning theories to physical, social, intellectual, cultural and emotional development.
(iii) Standard III. The program shall require knowledge of research about teacher characteristics and behaviors as they affect the learner.
(iv) Standard IV. The program shall require knowledge of the legal and ethical considerations of school personnel to include the rights and responsibilities of students, parents, teachers, administrators and other professional staff members.
(v) Standard V. The program shall require knowledge of the historical, philosophical and social development and organization of education in the United States to include present-day roles and responsibilities of school personnel.
(vi) Standard VI. The program shall require knowledge of the communication process and utilization of effective communication and consultation techniques with students, parents, families and other school and community professionals.
(vii) Standard VII. The program shall require knowledge and methods of teaching reading and writing in the prospective teacher's field of study.
(viii) Standard VIII. The program shall require demonstrated competence in the methods of assessing the learner and designing and executing instructional programs for all students, including the full range of exceptionalities from the gifted student to the handicapped student.
(ix) Standard IX. The program shall require demonstrated competence in behavior management to include classroom management skills, intervention strategies, appropriate socialization and motivation techniques. Students shall be required to demonstrate competence in the management of large group, small group and individualized instruction.
(x) Standard X. The program shall require demonstrated competence in the use of instructional materials and instructional technology including computers and software as they relate to the prospective teacher's field of study.
(xi) Standard XI. The program shall require demonstrated competence in the ability to teach thinking skills.
(xii) Standard XII. The program shall require demonstrated competence in the ability to teach study skills.
(xiii) Standard XIII. The program shall require prospective teachers to observe and analyze a variety of teaching models. The institution shall assist prospective teachers in assessing their own teaching styles, effectiveness and professional growth needs.
(xiv) Standard XIV. The program shall require study of symptoms, effects, remediation and referral processes for students at risk.
(xv) Standard XV. The program shall require demonstrated competence in monitoring and documenting, speaking, writing and reading.
(xvi) Standard XVI. The program shall require demonstrated competence in monitoring and documenting student behavior.
(xvii) Standard XVII. The program shall require demonstrated competence in identifying, selecting, adapting and using a variety of commercial and teacher-made media and materials for improving programs in a variety of teaching situations.
(xviii) Standard XVIII. The program shall require knowledge and demonstrated competence in the development, implementation and analysis of assessment instruments and their application to the improvement of student learning.
(xix) Standard XIX. The program shall require knowledge of political theory and the political process as it applies to education.
(xx) Standard XX. The program shall require knowledge of appropriate methods of exploring controversial issues within the classroom.
(xxi) Standard XXI. The program shall require knowledge of the school improvement process and demonstrated competence in collaborating in school improvement activities.
(xxii) Standard XXII. The program shall assure that each prospective teacher has adequate documented pre-student teaching experiences, both on-campus and off-campus, to provide a basis for selection of a level and field of study in teaching.
(A) The experiences shall be developmental and shall encourage increased participation by the prospective teacher throughout the professional education sequence.
(B) The experiences shall begin early in the professional education sequence, with observations, and progress to supervised experiences with students in and out of the classroom.
(C) The prospective teacher shall be provided with strategies and opportunities to apply theory to actual classroom experiences, thus enabling him/her to develop skills and demonstrate required competencies.
(D) The prospective teacher shall be provided opportunities to observe various levels, areas and types of instruction in preschools and in elementary and secondary schools.
(E) The prospective teacher shall be provided opportunities to observe the interests, needs and characteristics of exceptional students and students who are from various ethnic and minority groups and socioeconomic backgrounds.
(xxiii) Standard XXIII. The program shall require a student teaching (or internship) experience in a recognized k-12 setting and of sufficient length and concentration for the prospective teacher to experience the full range of teacher activities in a k-12 school situation.
(A) Student teaching shall be designed both as a growth experience and as an opportunity to evaluate a student's potential for teaching.
(B) A complete review of the prospective teacher's record shall take place before the candidate is permitted to engage in student teaching. It shall include scholarship, performance in pre-student teaching experiences and personal characteristics of the candidate.
(C) Student teaching shall be conducted under close and competent supervision. A system of supervision and evaluation shall be used that generates sufficient documentation and evidence that a decision regarding a prospective teacher's level of success can be made and defended.
(D) The prospective teacher shall be responsible, under supervision, for the learning processes at the cooperating school site(s) for a period of sufficient length to assure competency.
(E) The prospective teacher shall do his/her student teaching in the field of study or grade level in which he/she is seeking endorsement.
(F) Those seeking k-12 endorsement shall have student teaching experiences for a period of sufficient length to assure competency.
(G) Cooperating teachers shall be selected jointly by the local school district and preparing institution personnel. In addition to being certified and experienced in the area of assignment, the cooperating teacher shall have a good performance record, show continued professional growth and have the temperament to work assigned student teachers.
(g) Professional Education Transcript analysis. Twenty-four (24) semester hours in professional education are required, distributed so that work is completed in each of the following areas and sub-parts:
(i) The process of human growth and development and learning, and the practical application of this knowledge to teaching;
(ii) Research, educational evaluation, methods, materials, and media appropriate to teaching with special emphasis in the student's field of teaching specialization;
(iii) The historical, philosophical, and sociological foundations underlying the development and organization of public education in the United States;
(iv) The purposes, administrative organizations, and operation of the total education program of the school;
(v) The theory and practice of identifying and educating gifted and talented students;
(vi) The theory, methods and practice of computer assisted instruction;
(vii) Preparation by course or workshop in the theory, methods, and related practice in the teaching of reading equivalent to two (2) semester hours of college credit;
(viii) Preparation by course or workshop in recognizing and working with exceptional children in the regular classroom equivalent to two (2) semester hours of college credit;
(ix) Preparation by course or workshop in human relations, including techniques of helping students develop positive self-concept equivalent to two (2) semester hours of college credit;
(x) Field Experiences:
(A) Planned experiences with children and adolescents should be evident throughout the planned program of professional education. The applicant must complete requirements as stated in this section, including methods and student teaching appropriate to the specific level of endorsement desired. The field experience must be under the supervision of a college representative and with an individual who is certified in the grade level(s) and endorsement area(s) consistent with the participant's preparation. The field experience must include significant and continuous involvement of the cooperating professional in the evaluation of the student participant.
OR
(B) Three (3) years of successful public school (k-12) classroom teaching experience verified by letters of recommendation from persons responsible for the teacher's evaluation, provided the teaching has been done within the last six (6) years in the appropriate elementary or secondary
(h) Teaching Field or Field of Study Program Approval. The teaching major or field of study shall consist of a carefully planned pattern of courses and on-campus or off-campus experiences designed to produce a strong academic background and competencies necessary for successful teaching at the particular grade levels for which each program is designed.
(i) Standard I. The teaching field or field of study shall be based upon statements of program objectives and competency expectations for classroom teaching related to the public school curriculum. These statements shall reflect analysis of current theory, research, practices and recommendations the professional organizations representing the teaching field found in public school.
(ii) Standard II. Each teaching field or field of study shall require study and experience designed to develop an understanding of the sequential nature of the knowledge and skills, as well as competence in the methodologies needed to teach the subject matter. The program shall take into account diverse student learning styles and cultural backgrounds.
(iii) Standard III. The program shall require students to demonstrate competence in understanding their teaching fields or fields of study. Competency shall be measured in the following ways:
(A) academic achievement in the field of study;
(B) assessment of demonstrated professional skills including the ability to integrate a field of study with other fields of study;
(C) evaluation of the ability to apply a knowledge base in a variety of ways under actual conditions of professional practice.
(i) Basic Programs, Elementary and Secondary. The basic program shall consist of training in the general education, professional education and teaching field or field of study. The teaching field or field of study shall require a planned pattern of courses and experiences designed by the faculty to produce the areas of knowledge or competencies identified by the elementary or secondary level standards. The basic elementary and secondary programs will include the following teaching fields:
(i) Early Childhood Education Program Approval Standards Pre-Birth to Age 8 or Grade 3. The following standards pertain to programs preparing teachers for early childhood settings. These standards address the developmentally appropriate commonalities of content, skills, and competencies for teachers in educating the whole child.
(A) Standard I. The program shall require knowledge of the physical development of young children, during perinatal, neonatal, infant, toddler, pre-primary early primary years including variable growth and behavioral patterns.
(B) Standard II. The program shall require knowledge of cognitive development, including critical thinking skills, receptive and expressive language development, and how children's early experiences impact their individual differences.
(C) Standard III. The program shall require knowledge of emotional, social and moral development, including emergence of identity and development of self-esteem.
(D) Standard IV. The program shall require knowledge in the limitations, administration, interpretation, and utilization of assessments.
(E) Standard V. The program shall require demonstrated competence in facilitating play and active involvement in all areas of development.
(F) Standard VI. The program shall require demonstrated competence in observing and recording children's behavior, and recognizing individual differences.
(G) Standard VII. The program shall require demonstrated competence in basic health, nutrition, and safety management procedures.
(H) Standard VIII. The program shall require knowledge of the basic sociological concepts of the family, of parent/child/community/school dynamics and of a variety of approaches to achieve parent involvement.
(I) Standard IX. The program shall require demonstrated competence in the articulation of the rationale for developmentally appropriate education, including the concepts of developmental acceleration, developmental delay, and early intervention.
(J) Standard X. The program shall require demonstrated competence in working cooperatively and supportively with families, including providing information about health, safety, nutrition, and about community services or resources.
(K) Standard XI. The program shall require demonstrated competence in recognizing children and families with emotional distress, abuse, and neglect and in developing an appropriate program.
(L) Standard XII. The program shall require demonstrated competence in including families in assessing their children's development and the needs of their families and in supporting their role as primary caregivers and teachers.
(M) Standard XIII. The program shall require demonstrated competence in curriculum development, selection, and implementation based on assessment results of individual children.
(N) Standard XIV. The program shall require demonstrated competence in planning and implementing learning environments, including the physical and psychosocial environments; management of time, space, and materials; and adjusting for individual children, their cultural background, and their special needs.
(O) Standard XV. The program shall require demonstrated competence in using developmentally appropriate methods that integrate all developmental domains.
(P) Standard XVI. The program shall require knowledge and skill in facilitating development in communication, inquiry, problem solving, creative expression and interpersonal relations.
(Q) Standard XVII. The program shall require competence in integrating multicultural/anti-bias themes, literature, and experiences in all curricular areas.
(R) Standard XVIII. The program shall require demonstrated competence in adapting curriculum content to meet the needs of all young children, including those who may be developmentally accelerated, delayed, disabled, or at-risk.
(S) Standard XIX. The program shall assure that each prospective teacher has adequate documented pre-student teaching/pre-internship experiences to include work with infant, toddler, pre-primary, and primary children.
(T) Standard XX. The program shall require a student teaching or internship experience with appropriately certified supervisors, which is of sufficient length concentration so as to experience the full range of teacher activities in at least two different early childhood settings. It shall serve children in two age groups; one setting must be perinatal, neonatal, infant, toddler, or pre-primary, and the other one primary.
(U) Standard XXI. The program shall require demonstrated competence in teaching language arts, mathematics, science, social studies, health, safety, and nutrition using developmentally appropriate strategies.
(V) Standard XXII. The program shall require demonstrated competence in procedures for early childhood program evaluation.
(ii) Elementary Education Program Approval Standards. The following standards pertain to programs preparing teachers for elementary school settings. These standards address the commonalities of content, skills and competencies which are important for teachers in elementary education. The program that prepares elementary teachers shall provide an integrated approach to general education and professional studies. The general education component shall be composed of a well-planned sequence of courses and experiences in the liberal arts. Professional studies will include courses and experiences that give prospective teachers the knowledge and skills necessary to facilitate learning, manage the classroom and make decisions that promote student learning. The integration of the general education and professional studies and the requisite competencies must prepare prospective teachers to teach effectively across the elementary curriculum.
(A) Standard I. The program shall require demonstrated competence in the content knowledge and practices needed to teach the communication skills of listening, speaking, writing and reading.
(B) Standard II. The program shall require demonstrated competence in the content knowledge and practices needed to teach mathematics.
(C) Standard III. The program shall require demonstrated competence in the content knowledge and practices needed to teach the biological and physical sciences and health and safety practices.
(D) Standard IV. The program shall require demonstrated competence in the content knowledge and practices needed to teach social studies.
(E) Standard V. The program shall require demonstrated competence in integrating the fine or performing arts and children's literature into the elementary curriculum.
(F) Standard VI. The program shall require demonstrated competence in integrating physical education and fitness activities into the elementary curriculum.
(G) Standard VII. The program shall require demonstrated competence in enabling children to express themselves creatively, to enhance thinking and problem solving abilities and facilitate independent learning and decision-making skills in any content area.
(iii) Elementary Education Transcript Analysis (k-8). The applicant shall satisfy all general regulations for eligibility and teacher certification. Twenty-four (24) semester hours of credit in professional education (subject field content or methods and materials) appropriate to preparation for teaching at the elementary level is required. Work shall be done in each of the following areas:
(A) Arithmetic;
(B) Science;
(C) Language Arts (oral and written communication);
(D) Reading; (E) Social Studies; (F) Children's Literature or Library Science for Children; (G) Fine Arts (Art or Drama or Music); (H) Health and/or Physical Education.
A candidate completing a program appropriate to preparing for teaching at the early childhood (kindergarten through grade three) level may be given an exception to the k-8 endorsement with the understanding that he/she will not teach above the grade levels for which the exception is given.
(iv) Middle School Program Approval Standards. The following standards pertain to programs for preparing teachers of middle school education.
(A) Standard I. The program shall require demonstrated competence in classroom management techniques appropriate to the middle school student.
(B) Standard II. The program shall require knowledge of the intellectual, physical, psychological and learning characteristics of the middle school student.
(C) Standard III. The program shall require knowledge of the social, cultural and behavioral characteristics of the middle school student.
(D) Standard IV. The program shall require knowledge of the content and methods utilized in the middle school setting with an emphasis in a field of study and a supporting field of study.
(E) Standard V. The program shall require knowledge of the teacher's role, curriculum trends and organizational arrangements in middle school.
(v) Middle School Transcript Analysis (5-8). The applicant shall satisfy all general regulations for eligibility and teacher certification. The endorsement may be earned through one of the following ways:
(A) The completion of a program designed for instruction in the middle school from an accredited teacher education institution;
(B) The completion of a program designed for instruction in the elementary grades from an accredited teacher education institution. The preparation must include three (3) courses designed for instruction in the middle school as follows:
(I) Human Growth and Development; (II) Philosophy, Organizational Patterns, and Curriculum Concepts; (III) Guidance and Counseling.
(C) The completion of a program designed for instruction in the secondary grades from an accredited teacher education institution. The preparation must include three (3) courses designed for instruction in the middle school as follows:
(I) Human Growth and Development; (II) Philosophy, Organizational Patterns, and Curriculum Concepts; (III) Guidance and Counseling.
(vi) Secondary Grades (7-12). Any of the following endorsements for which an applicant qualifies may be added to this level:
(vii) Agricultural Program Approval Standards. The following standards pertain to programs that prepare teachers of agriculture.
(A) Standard I. The program shall require appropriate documented work experience in agriculture.
(B) Standard II. The program shall require demonstrated competence in the biological, physical and applied sciences as they relate to practical solutions of agricultural problems.
(C) Standard III. The program shall require knowledge and demonstrated competence in the following areas:
(I) plant and soil science and technology; (II) animal science and technology; (III) agricultural business management and computer literacy;
(IV) agriculture mechanics science and technology.
(D) Standard IV. The program shall require demonstrated competence in one or more of the following occupational areas:
(I) agricultural production and marketing; (II) agricultural supplies, equipment and service; (III) agricultural products; (IV) horticulture, landscaping and turf management; (V) agricultural resources; (VI) natural resource management; (VII) environmental development; (VIII) forestry.
(E) Standard V. The program shall require knowledge and skills necessary for establishing youth organizations that prepare students for occupational, civic, and social responsibilities and leadership.
(F) Standard VI. The program shall require demonstrated competence in planning, organizing and administering the cooperative vocational education programs in agriculture.
(G) Standard VII. The program shall require skills in organizing and teaching adult education programs in agriculture.
(H) Standard VIII. The program shall require skills in organizing and working with a local advisory committee.
(I) Standard IX. The program shall require knowledge of the history, philosophy, objectives and trends in vocational education.
(J) Standard X. The program shall require knowledge, practical experiences and demonstrated competence in the principles of counseling as they pertain to career selection, vocational assessment, job placement and cooperative vocational education in agriculture.
(viii) Agricultural Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of forty-eight (48) semester hours is required, with work in each of the following areas:
(ix) Business Program Approval Standards. The following standards pertain to programs which prepare teachers of business education.
(A) Standard I. The program shall require knowledge, practical experience and demonstrated competence in the following:
(B) Standard II. The program shall require knowledge and experiences beyond the introductory level for those desiring a specific area of emphasis in clerical, secretarial/administrative, accounting/bookkeeping or computer information systems.
(C) Standard III. The program shall require appropriate documented work experience in one or more businesses or other occupations outside the field of education-either volunteer or compensated.
(D) Standard IV. The program shall require knowledge and skills necessary for establishing youth organizations that prepare students for occupational, civic, and social responsibilities and leadership.
(E) Standard V. The program shall require knowledge of the history, philosophy, objectives and trends in vocational education.
(F) Standard VI. The program shall require demonstrated competence in planning, organizing and administering the cooperative vocational education program in business.
(G) Standard VII. The program shall require knowledge, practical experiences and demonstrated competence in the principles of counseling as they pertain to career selection, vocational assessment, job placement and cooperative vocational education in business education.
(H) Standard VIII. The program shall require skills in organizing and working with a local advisory committee.
(x) Business Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of thirty-six (36) semester hours is required, with work in each of the following areas:
(A) Accounting and Business Law and/or Economics;
(B) Management or Marketing or Office Practice or Statistics or Data Processing;
(C) Typewriting and shorthand; a statement of proficiency by examination is acceptable in lieu of college credit up to six (6) semester hours in each area. A candidate having neither the course work nor the certificate of proficiency in typewriting and/or shorthand may be given an exception with the understanding that he/she will not teach course(s) for which the exception is given.
(xi) Classical Languages Program Approval Standards. The following standards pertain to programs that prepare teachers of classical languages.
(A) Standard I. The program shall require knowledge of and demonstrated competence in the components of the classical language, including:
(I) a diverse active and extensive passive vocabulary;
(II) essential idiomatic usage;(III) applied grammar and syntax;(IV) the phonetics of the language;(V) comparing and contrasting of the classical language with English.
(B) Standard II. The program shall require knowledge of classical culture and competence in conveying that knowledge to students, including:
(I) understanding the knowledge of the principal ways in which the culture and social customs resemble and differ from those of the United States;
(II) understanding the significant aspects of geography, history, social customs, literature, art, economics and music and their role in contemporary civilization of the culture.
(C) Standard III. The program shall require knowledge and demonstrated competence in the classical language, including:
(I) reading with comprehension simple authentic printed material, edited textual material within a familiar context and extracting factual information in non-technical prose;
(II) writing in English about classical culture and in simple Latin or Greek about common topics.
(D) Standard IV. The program shall require demonstrated competence in writing as a process.
(E) Standard V. The program shall require demonstrated competence necessary to teach in the target language.
(xii) Foreign Languages Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of twenty-four (24) semester hours is required for this endorsement. The applicant shall have a minimum of one (1) upper level course in conversation of the particular language (excluding Latin) for which a teaching endorsement is sought. This requirement shall also be met prior to issuing a transitional certificate with a foreign language endorsement.
(xiii) Computer Science Program Approval Standards. The following standards pertain to programs which prepare teachers of computer science.
(A) Standard I. The program shall require demonstrated competence in the use of at least two widely-used, high-level, structured programming languages, including the ability to:
(I) read programs; (II) design/write programs; (III) use the recursive process; (IV) test programs; (V) debug programs; (VI) document programs.
(B) Standard II. The program shall require demonstrated competence in the programming, discipline and design of large programs.
(C) Standard III. The program shall require demonstrated competence in problem solving methods, criteria for choosing an algorithm and structured programming techniques.
(D) Standard IV. The program shall require knowledge of various data structures and competence in their manipulation including operations within the environment of a data-base management system.
(E) Standard V. The program shall require demonstrated competence in the organization of computer languages to include the run-time behavior of computer programs and operating system characteristics.
(F) Standard VI. The program shall require demonstrated competence in basic concepts of computer systems, computer architecture and assembly language.
(G) Standard VII. The program shall require demonstrated competence in simple trouble-shooting and basic maintenance of computer equipment commonly found in an educational setting.
(H) Standard VIII. The program shall require demonstrated competence in adapting computer science concepts to languages and equipment commonly available in an educational setting.
(xiv) English Program Approval Standards. The following standards pertain to programs for preparing teachers of English.
(A) Standard I. The program shall require knowledge of language, including the following:
(I) structure and history of the English language; (II) various personal, social and communicative purposes of language; (III) basic differences and similarities in the structural and semantic attributes of written and oral discourse; (IV) theories and processes whereby individuals acquire, understand use language.
(B) Standard II. The program shall require knowledge of composition, including the following:
(I) types and elements of narrative, descriptive, poetic, persuasive expository writing; (II) rhetorical and editorial elements; (III) research skills; (IV) the relationship of the study of grammar to the writing process; (V) the writing process; (VI) methods of evaluation; (VII) demonstration of the ability to function as a writer.
(C) Standard III. The program shall require knowledge of literature, including the following:
(I) a representative body of English, American and world literature; (II) representative works of major writers; (III) minority and contemporary literature;
(IV) literary genres; (V) approaches to thematic units and literary analysis and criticism. (D) Standard IV. The program shall require knowledge of a foreign language.
(xv) English/Language Arts Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of thirty-six (36) semester hours is required. English/Language Arts hours earned at the freshman level may be counted if they are considered as part of the major by the preparing institution. The applicant shall have work in each of the following areas:
(A) English and American Literature; (B) Composition; (C) Language Study (including such areas as grammar, etymology, history of the English language, semantics); (D) Teaching of Reading in the Secondary School. (E) English. A minimum of twenty-four (24) semester hours, distributed among courses in English and American Literature, Composition (2 courses) and Language Study is required within the requirement for the English/Language Arts endorsement.
(xvi) Home Economics Program Approval Standards. The following standards pertain to programs for preparing home economics teachers.
(A) Standard I. The program shall require knowledge of the factors that influence personal and family relationships, including the developmental processes of children, family interaction, parenting practices and contemporary social issues relating to societal and technological change. (B) Standard II. The program shall require knowledge and demonstrated competence in consumer education to include managing individual and family resources. (C) Standard III. The program shall require knowledge and demonstrated competence in selecting, planning, preparing and serving foods according to nutritional, cultural and socioeconomic needs of individuals, families and groups.
(D) Standard IV. The program shall require knowledge and demonstrated competence in the selection, care and use of clothing and textiles that satisfy the needs of individuals and families.
(E) Standard V. The program shall require knowledge and demonstrated competence in satisfying the needs of individuals and families relative to housing, equipment and home furnishings.
(F) Standard VI. The program shall require knowledge of career opportunities in the field of home economics.
(G) Standard VII. The program shall require appropriate documented work experience in the field of home economics.
(H) Standard VIII. The program shall require knowledge of the history, philosophy, objectives and trends in vocational education.
(I) Standard IX. The program shall require knowledge and skills necessary for establishing youth organizations that prepare students for occupational, civic, and social responsibilities and leadership.
(J) Standard X. The program shall require interdisciplinary study and multi-agency experiences.
(K) Standard XI. The program shall require knowledge, practical experiences and demonstrated competence in the principles of counseling as they pertain to career selection, vocational assessment, job placement and cooperative vocational education in home economics education.
(L) Standard XII. The program shall require skills in organizing and working with a local advisory committee.
(M) Standard XIII. The program shall require demonstrated competence in planning, organizing and administering the cooperative vocational education program in home economics education.
(xvii) Home Economics Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of forty (40) semester hours is required, with work in each of the following areas:
(C) Housing and Home Furnishings;
(D) Home Management and Family Living; (E) Child Development and Family Relations; (F) Consumer Economics.
(xviii) Industrial Education Program Approval Standards. The following standards pertain to programs for preparing teachers of industrial technology education.
(A) Standard I. The program shall require knowledge of the history, foundations, philosophy, principles and methods of industrial technology and vocational education used in schools at the elementary, middle, secondary and adult levels.
(B) Standard II. The program shall require knowledge of the role of industrial technology in relation to vocational education, technical education and other general components of the general school program.
(C) Standard III. The program shall require knowledge of the historical development of technology and its present and future impact on the individual and society.
(D) Standard IV. The program shall require knowledge of areas of communications, construction, manufacturing, transportation, power and energy and principles of technology.
(E) Standard V. The program shall require demonstrated competence in designing, constructing and testing individual projects and processes using tools and materials related to those used by modern technology in each of the general areas in Standard IV.
(F) Standard VI. The program shall require demonstrated competence in the management, maintenance and safety of industrial technology education programs.
(G) Standard VII. The program shall require knowledge of technology oriented career opportunities.
(H) Standard VIII. The program shall require knowledge and skills necessary for establishing youth organizations that prepare students for occupational, civic, and social responsibilities and leadership.
(I) Standard IX. The program shall require appropriate documented work experience in industrial technology.
(J) Standard X. The program shall require knowledge, practical experiences and demonstrated competence in the principles of counseling as they pertain to career selection, vocational assessment, job placement and cooperative vocational education in industrial technology education.
(K) Standard XI. The program shall require skills in organizing and working with a local advisory committee.
(xix) Industrial Arts Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of thirty (30) semester hours is required with work in each of the following areas:
(A) Power and Energy;
(B) Mechanical Drawing (Architectural, Sketching, Blueprint Reading, Graphic or Descriptive Geometry);
(C) Metals;
(D) Woods;
(E) Graphic Arts;
(F) Electricity or Electronics;
(G) Plastics.
Courses included in a technology cluster approach which includes the preceding may be used to fulfill this requirement.
(xx) Journalism Program Approval Standards. The following standards pertain to programs for preparing teachers of journalism.
(A) Standard I. The program shall require knowledge of journalism concepts, including:
(I) journalistic theories of communication and their practical applications;
(II) function of the individual as an initiator and receiver of journalistic communication.
(B) Standard II. The program shall require knowledge of various journalistic media, including:
(I) the changing nature of journalism as a result of technological and social development;
(II) the various ways different forms of media enable and constrain communication;
(III) consideration of various communication genre.
(C) Standard III. The program shall require knowledge of critical skills associated with journalism, including describing and differentiating critical stances and identifying the social value of criticism.
(D) Standard IV. The program shall require demonstrated competence as a writer.
(E) Standard V. The program shall require knowledge of the philosophies of communication which assign central importance to ethical consciousness, fairness, honest objectivity and recognition of legal ramifications.
(F) Standard VI. The program shall require knowledge and demonstrated competence in the ability to use and direct practical journalistic skills related to newspaper publication, yearbook publication, television, radio, film, print and organizational communication.
(G) Standard VII. The program shall require knowledge of and demonstrated competence in journalistic composition, including:
(I) types and elements of editorial, news, and feature writing;
(II) rhetorical and editorial elements;
(III) research skills;
(IV) the relationship of the study of grammar to the writing process;
(V) the writing process;
(VI) methods of evaluation.
(xxi) Journalism Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of thirty-six (36) semester hours is required. English/Language Arts hours earned at the freshman level may be counted if they are considered as part of the major by the preparing institution. The applicant shall have work in each of the following areas:
(A) English and American Literature; (B) Composition; (C) Language Study (including such areas as grammar, etymology, history of the English language, semantics); (D) Teaching of Reading in the Secondary School.
A minimum of twelve (12) semester hours in journalism is required within the requirement for the English/Language Arts endorsement.
(xxii) Drama (Theatre) Program Approval Standards. The following standards pertain to programs for preparing teachers of drama (theatre).
(A) Standard I. The program shall require knowledge of theatre as a social and aesthetic experience and as a reflection of culture, including a broad view of the history of theatre and acquaintance with representative plays of past and present.
(B) Standard II. The program shall require knowledge and competencies needed to direct a theatrical production with artistic integrity, including the following:
(I) selection, analysis, casting, conducting rehearsals,
(II) performance supervision and all other elements of direction;
(III) basic acting skills and techniques necessary to promote, stimulate guide the efforts of the individual as well as the interpreting group, whether in a creative dramatic context or a cast in a theatrical production;
(IV) technical skills needed in theatrical production including effective planning and execution of scenery, lights, make-up, sound, properties, costume and special effects;
(V) evaluation of productions or activities;
(VI) organization of an academic or non-academic production or program including audience services within the context of the school time, facilities and monies and augmentation of existing facilities and materials in an order of significant priority;
(VII) promoting and publicizing an activity or production in order to the attention and support of the school and community in relationship to the development of appreciation of theatre in school and community audiences.
(C) Standard III. The program shall require demonstrated competencies for serving as a resource person within a school system in the development of facilities, the preparation of classroom projects, assembly programs, or activities in which elements of theatre are found and assist in the organization of a comprehensive theatre or other fine arts curriculum including experiences in music, film, literature, art and dance.
(D) Standard IV. The program shall require knowledge of a representative body of English, American and world literature.
(E) Standard V. The program shall require demonstrated competence in using practical communication skills related to academic offerings and co-curricular activities.
(xxiii) Drama Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of thirty-six (36) semester hours is required. English/Language Arts hours earned at the freshman level may be counted if they are considered as part of the major by the preparing institution. The applicant shall have work in each of the following areas:
(A) English and American Literature;
(B) Composition;
(C) Language Study (including such areas as grammar, etymology, history of the English language, semantics);
(D) Teaching of Reading in the Secondary School.
A minimum of twelve (12) semester hours in drama is required within the requirement for the English/Language Arts endorsement.
(xxiv) Marketing Education Program Approval Standards. The following Standards pertain to programs which prepare teachers in marketing education.
(A) Standard I. The program shall require knowledge in foundations, philosophy and principles of marketing and cooperative education.
(B) Standard II. The program shall require study in the following:
(I) salesmanship and sales presentation; (II) retailing; (III) marketing and merchandising; (IV) personnel management; (V) management; (VI) accounting; (VII) finance (managerial and banking systems); (VIII) economics; (IX) business law; (X) advertising.
(C) Standard III. The program shall require appropriate documented work experience in the field of marketing education.
(D) Standard IV. The program shall require knowledge and skills necessary for establishing youth organizations that prepare students for occupational, civic, and social responsibilities and leadership.
(E) Standard V. The program shall require knowledge, practical experiences and demonstrated competence in the principles of counseling as they pertain to career selection, vocational assessment, job placement and cooperative vocational education in marketing education.
(F) Standard VI. The program shall require skills in organizing and working with a local advisory committee.
(G) Standard VII. The program shall require demonstrated competence in planning, organizing and administering the cooperative vocational education program in marketing education.
(H) Standard VIII. The program shall require knowledge of the history, philosophy, objectives and trends in vocational education.
(xxv) Distributive Education Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of twenty-four (24) semester hours is required, with work in each of the following areas:
(A) Management and Marketing; (B) Merchandising and Retailing; (C) Business Law or Accounting or Economics; (D) Principles or Philosophy of Cooperative Education.
The applicant must complete two (2) years of related employment outside the field of education or two (2) years of related employment in an organized plan of directed study in a teacher education program.
(xxvi) Mathematics Program Approval Standards. The following Standards pertain to programs which prepare teachers of mathematics. The program shall require an understanding and knowledge of mathematics beyond that which the student is expected to teach.
(A) Standard I. The program shall require knowledge of computational techniques, algebraic principles, geometric and trigonometric concepts; calculus, probability and data analysis; and contemporary applications of mathematics.
(B) Standard II. The program shall require knowledge of the relationships and applications of mathematics to the contemporary world.
(C) Standard III. The program shall require knowledge of the historical and cultural significance of mathematics and its aesthetic qualities.
(D) Standard IV. The program shall require demonstrated competence in illustrating mathematical concepts and procedures with appropriate examples, models and manipulative devices.
(E) Standard V. The program shall require demonstrated competence in identifying, solving and developing problems involving mathematical concepts, principles and the use of appropriate problem solving strategies.
(F) Standard VI. The program shall require demonstrated competence in use of mathematical terminology and symbols, and efficient and effective mathematical techniques.
(G) Standard VII. The program shall require demonstrated competence in recognizing and constructing mathematical and logical proofs.
(H) Standard VIII. The program shall require demonstrated competence in the organization, analysis and interpretation of data.
(xxvii) Mathematics Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of twenty-four (24) semester hours is required, with work (including the description and minimum semester hours noted below) in each of the following areas:
(A) Algebra. Course(s) dealing exclusively with linear algebra or modern abstract algebra. A minimum of three (3) semester hours shall be earned in this area.
(B) Geometry. Course(s) in geometry which is not the same as a high school course. Analytic geometry shall not be counted to fulfill this requirement. A minimum of three (3) semester hours shall be earned in this area.
(C) Trigonometry and Calculus. Course(s) in calculus including a two (2) semester sequence in calculus. A minimum of eight (8) semester hours shall be earned in this area.
(D) Basic Concepts. Course(s) dealing with the axiomatic development of a number system such as real numbers. Courses in "Theory of Arithmetic" designed for prospective elementary teachers shall not be counted. A minimum of three (3) semester hours shall be earned in this area.
Mathematics hours which are considered as part of the major by the preparing institution may be counted for meeting the remaining requirements for this endorsement.
(xxviii) Modern Foreign Language Program Approval Standards. The following Standards pertain to programs that prepare teachers of foreign language.
(A) Standard I. The program shall require knowledge of the components/elements of the language, including:
(I) a diverse active and extensive passive vocabulary;
(II) essential idiomatic usage;
(III) applied grammar and syntax;
(IV) the phonetics of the language;
(V) those non-verbal elements of the language essential to communication;
(VI) comparing and contrasting of the foreign language with English.
(B) Standard II. The program shall require knowledge of the target culture, wherever possible in the target language, including:
(I) understanding the knowledge of the principal ways in which the culture and social customs resemble and differ from those of the United States;
(II) understanding the significant aspects of geography, history, social customs, literature, art, economics and music and their role in contemporary civilization of the culture.
(C) Standard III The program shall require knowledge of and demonstrated competence in the target language, including:
(I) understanding native speech in routine social contexts, in common situations and in extended presentations;
(II) speaking the language with sufficient command of vocabulary, phonology, and syntax to communicate in social situations, in discussion of concrete topics relating to particular interests and fields of competence and to conduct classes in the target language;
(III) reading with comprehension simple authentic printed material, edited textual material within a familiar context and extracting factual information in non-technical prose;
(IV) writing about most common topics and topics of personal interest expertise with sufficient precision and detail so as to be comprehensible to a native reader.
(D) Standard IV. The program shall require demonstrated competence in writing as a process.
(E) Standard V. The program shall require demonstrated competence necessary to teach in the target language.
(xxix) Foreign Languages Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of twenty-four (24) semester hours is required for this endorsement. The applicant shall have a minimum of one (1) upper level course in conversation of the particular language (excluding Latin) for which a teaching endorsement is sought. This requirement shall also be met prior to issuing a transitional certificate with a foreign language endorsement.
(xxx) Psychology Program Approval Standards. The following Standards pertain to programs which prepare teachers of psychology.
(A) Standard I. The program shall require knowledge of:
(I) the major systems and viewpoints of psychology;
(II) the physiological, affective and cognitive foundations of behavior;
(III) the social basis of behavior;
(IV) developmental behavior;
(V) abnormal psychology;
(VI) ethical Standards.
(B) Standard II. The program shall require knowledge of emerging areas of psychology.
(C) Standard III. The program shall require knowledge of basic principles of psychology as a science.
(D) Standard IV. The program shall require knowledge of the practical application of psychology to contemporary life and the contribution of psychology to improving the quality of human life.
(E) Standard V. The program shall require knowledge of human service resources.
(F) Standard VI. The program shall require demonstrated competence in designing and conducting basic psychological experiments for use in the classroom.
(G) Standard VII. The program shall require active participation in experimental situations, group dynamics, stress management techniques, biofeedback, psychological testing and other practical applications.
(xxxi) Psychology Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of eighteen (18) semester hours in psychology is required.
(xxxii) Science Program Approval Standards. The following Standards pertain to all programs for preparing teachers of science. The science program may follow one of two patterns: 1) the subject-major pattern emphasizing one science area, supplemented by work in other science areas; or 2) the comprehensive major pattern, embracing a balanced study in the sciences which prepares the individual to teach in any of the science areas offered in the public school curriculum. The program preparing students in the subject- major pattern must meet the appropriate section of Standard I and Standards III through IX. The curriculum leading to the comprehensive major must meet Standards II through IX.
(A) Standard I. (Subject-Majors) The program shall require demonstrated competence in one or more of the following major areas:
(I) Biology:
(1.) laboratory and field experiences using living materials;
(2.) identifying appropriate biological phenomena;
(3.) describing the characteristics of living organisms and their relationship with their physical and biotic environments;
(4.) areas related to the biological sciences, including chemistry and environmental science;
(II) Chemistry:
(1.) systematic and quantitative study of the fundamental principles of chemistry, interrelated and illustrated with descriptive and historical material;
(2.) balanced background in areas of chemistry;
(III) Earth and Space Science:
(1.) the interrelationships and the interdisciplinary nature of earth and space sciences to humans and the natural environment;
(2.) specialization in one of the earth and space sciences with support in at least two of the other fields of science;
(IV) General Science. A balanced integrated program with broad preparation in the basic principles and techniques of biology, chemistry, earth and space science and physics;
(V) Physical Science:
(1.) chemistry and physics at the appropriate level which the student is expected to teach;
(2.) at least two areas of earth and space science;
(VI) Physics:
(1.) modern and classical physics;
(2.) basic laws of physics and their application to the various areas of physics and modern technology;
(3.) at least one other field of science.
(B) Standard II. (Comprehensive-Major) The program shall require knowledge and demonstrated competence balanced among biology, chemistry, physics, earth and space science and meeting the requirements in at least two of the areas of Standard I.
(C) Standard III. The program shall require demonstrated competence in using processes of science common to all scientific fields.
(D) Standard IV. The program shall require knowledge of the history and philosophy of science and interrelationships among the sciences.
(E) Standard V. The program shall require knowledge of ethical and environmental implications of the various disciplines of science.
(F) Standard VI. The program shall require knowledge of mathematics appropriate to the subject area.
(G) Standard VII. The program shall require knowledge of resources for laboratory/experiment management, laboratory and field activities and demonstrations.
(H) Standard VIII. The program shall require demonstrated competence in formulating and maintaining health and safety procedures in classrooms, stockrooms, laboratories and other areas related to instruction of science. Special attention shall be given to the legal requirements of proper disposal of hazardous waste.
(I) Standard IX. The program shall require knowledge of technological innovations and the human, economic and environmental impact of technology to the quality of life.
(xxxiii) Science Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of thirty (30) semester hours is required, with work in each of the following areas:
(A) Biological Science (Zoology, Botany, Molecular Biology or Genetics, etc.);
(B) Earth Science (Geology, Meteorology, Mineralogy or Oceanography, etc.);
(C) Physical Science (Chemistry, Physics or Engineering);
(D) Mathematics.
(I) General Science. A minimum of twelve (12) semester hours is required within the requirement for the Science endorsement, with credit distributed in biology, chemistry, and earth science.
(II) Biological Science. A minimum of twelve (12) semester hours is required within the requirement for the Science endorsement.
(III) Earth Science. A minimum of twelve (12) semester hours is required within the requirement for the Science endorsement.
(IV) Chemistry. A minimum of twelve (12) semester hours is required within the requirement for the Science endorsement.
(V) Physics. A minimum of twelve (12) semester hours is required within the requirement for the Science endorsement.
(xxxiv) Social Studies Program Approval Standards. The program may follow one of two patterns: 1) the subject-major pattern emphasizing one or more specified subject areas in social studies and supplemented by work in cognate areas; or 2) the comprehensive-major pattern, embracing a broad base of social studies. The program preparing students in the subject-major pattern must meet the appropriate sections (A through G) of Standard I and Standards III - X. The program preparing students in the comprehensive-major pattern must meet the criteria in Standard II and Standards III - X.
(A) Standard I. (Subject Majors) The program shall require knowledge of and demonstrated competence in one or more of the following areas:
(I) World History: origins and historical development of various cultures and the interplay of forces shaping those cultures;
(II) United States History: origins and historical development of American culture and the interplay of forces shaping American culture, including the ideals and institutions of the United States;
(III) Political Science: comparative political systems; law and justice systems; ideals, principles and practices of American government;
(IV) Economics: principles and processes underlying current problems and practices in various economic systems; application of social controls to the economic systems;
(V) Anthropology: the physical and cultural development of people and the influence of environmental factors on their cultural values emphasis on cross-cultural and comparative studies;
(VI) Sociology: knowledge of social groups and the interaction between groups and individuals, the nature and analysis of social problems society;
(VII) Geography: the relationships between people and their environment, the earth's natural resources, economic and political power and the use of spatial relationships to understand the influence of geography on society.
(B) Standard II. (Comprehensive-Major) The program shall require knowledge and demonstrated competence balanced among all items A - G in Standard I with a concentration in one field, interdisciplinary course work involving items A - G in Standard I, and knowledge beyond the introductory sequence for subject-majors in all of the areas A - G in Standard I.
(C) Standard III. The program shall require knowledge of the structure, key concepts, methodology and generalizations in the various disciplines of social studies.
(D) Standard IV. The program shall require demonstrated competence in:
(I) forming questions that require different levels of cognitive responses such as recall, application, analysis, synthesis and evaluation;
(II) teaching students to make conclusions about social studies problems with support for those conclusions from appropriate teaching students to develop data-processing skills, including how acquire information from a variety of sources;
(III) how to compile, organize, analyze, evaluate and interpret the information;
(IV) teaching students to develop basic properties and symbols of quantitative analysis used in science, math and the behavioral disciplines.
(E) Standard V. The program shall require knowledge of controversial issues in past and contemporary societies.
(F) Standard VI. The program shall require knowledge of policy issues and demonstrated competence in contemporary history and current events.
(G) Standard VII. The program shall require knowledge of the contributions of the different racial, ethnic, sex and religious groups within the world society.
(H) Standard VIII. The program shall require demonstrated competence in analyzing mass media, information networks and technological change in a modern society.
(I) Standard IX. The program shall require knowledge of the interdisciplinary approach in social studies curricula.
(J) Standard X. The program shall require knowledge of the human society and the roles reflected by the humanities with global and historical perspectives.
(xxxv) Social Studies Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of thirty-six (36) semester hours is required, with work in (a) below and work selected from the remaining areas (b-g).
(A) U.S.History (minimum of six (6) semester hours);
(B) Political Science or Government; (C) Economics; (D) Sociology; (E) Geography; (F) Anthropology; (G) History (other than U.S.).
(I) General Social Studies. A minimum of thirty-six (36) semester hours is required within the requirement for the Social Studies endorsement, including nine (9) semester hours credit distributed among any four (4) of the major social studies areas.
(II) U.S. History. A minimum of twelve (12) semester hours is required within the requirement for the Social Studies endorsement.
(III) History (OTHER THAN U.S.). A minimum of twelve (12) semester hours in the particular history (World, European, etc.) is required within the requirement for the Social Studies endorsement.
(IV) Political Science or Government. A minimum of twelve (12) semester hours is required within the requirement for the Social Studies endorsement.
(V) Economics. A minimum of twelve (12) semester hours is required within the requirement for the Social Studies endorsement.
(VI) Sociology. A minimum of twelve (12) semester hours is required within the requirement for the Social Studies endorsement.
(VII) Geography. A minimum of twelve (12) semester hours is required within the requirement for the Social Studies endorsement.
(VIII) Anthropology. A minimum of twelve (12) semester hours is required within the requirement for the Social Studies endorsement.
(xxxvi) Speech Program Approval Standards. The following Standards pertain to programs for preparing teachers of speech.
(A) Standard I. The program shall require knowledge of communication concepts, including:
(I) various theories of communication and their application to a variety of communicative acts;
(II) function of the individual as an initiator and receiver of communication;
(III) language acquisition and development along with fundamental socio-linguistic and psycholinguistic factors.
(B) Standard II. The program shall require knowledge of the various media of communication, including:
(I) the changing nature of speech as a result of technological and social development;
(II) the way different forms of media enable and constrain communication; consideration of various communication genres.
(C) Standard III. The program shall require demonstrated competence in the application of the various critical stances to a variety of communicative acts.
(D) Standard IV. The program shall require knowledge of philosophies of communication which assign central importance to ethical consciousness with recognition of legal ramifications.
(E) Standard V. The program shall require demonstrated competence in the use of practical communication skills related to academic offerings and to co-curricular activities.
(F) Standard VI. The program shall require knowledge of composition as identified in Standard II of the English Standards.
(G) Standard VII. The program shall require knowledge of language as identified in Standard I of the English Standards.
(xxxvii) Speech Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of thirty-six (36) semester hours is required. English/Language Arts hours earned at the freshman level may be counted if they are considered as part of the major by the preparing institution. The applicant shall have work in each of the following areas:
(A) English and American Literature;
(B) Composition; (C) Language Study (including such areas as grammar, etymology, history of the English language, semantics); (D) Teaching of Reading in the Secondary School.
A minimum of twelve (12) semester hours in speech is required within the requirement for the English/ Language Arts endorsement.
(xxxviii) Basic Programs. The basic program shall consist of training in the general education, professional education and teaching field or field of study. The teaching field or field of study shall require a planned pattern of courses and experiences designed by the faculty to produce the areas of knowledge and competencies identified by the k-12, k-6, 5-8, or 7-12 Standards. The basic k-12, k-6, 5-8, or 7-12 programs will include the following teaching fields:
(A) Art (B) Exceptional Children-Generalist; (C) Exceptional Children-Behaviorally Disordered/Emotionally Disturbed; (D) Exceptional Children-Learning Disabled; (E) Exceptional Children-Mentally Retarded; (F) Exceptional Children-Hearing Impaired (G) Exceptional Children-Vision Impaired; (H) Health Education; (I) Library Media; (J) Music; (K) Physical Education; (L) Adapted Physical Education (k-12). (M) Bilingual Education; (N) English for Speakers of Other Languages (ESL);
(xxxix) Art Program Approval Standards (k-12), (k-6), (5-8), or (7-12) The following Standards pertain to programs for preparing art teachers.
(A) Standard I. The program shall require knowledge of the psychological, sociological and historical aspects of art.
(B) Standard II. The program shall require knowledge and demonstrated competence in:
(I) developing an art curriculum; (II) interrelating art with other disciplines or fields of study; (III) assessing and evaluating an art program and critiquing of art
(C) Standard III. The program shall require knowledge of:
(I) philosophies of art; (II) elements and principles of design; basic concepts and skills processes.
(D) Standard IV. The program shall require demonstrated competence in:
(I) the creation of various art forms; (II) technological developments in environmental and functional design fields.
(E) Standard V. The program shall require demonstrated competence in methods of organizing, planning, budgeting for, procuring for and administering a program of art education.
(F) Standard VI. The program shall require knowledge and appreciation of related art areas.
(G) Standard VII. The program shall require knowledge of professional art organizations and career opportunities in art at the local, state and national levels.
(H) Standard VIII. The program shall require demonstrated competence in the use of teaching methods which recognize and stimulate creativity.
(xl) Art Transcript Analysis (k-12), (k-6), (5-8) or (7-12). The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of thirty (30) semester hours, with work in two-dimensional art, three-dimensional art and crafts, is required.
(xli) Exceptional Children Generalist Program Approval Standards. (k-12), (k-6), (5-8), or (7-12). The following Standards pertain to programs which prepare a generalist in working with exceptional children, k-12, k-6, 5-8, or 7-12.
(A) Standard I. The program shall require demonstrated competence in the selection, administration and interpretation of academic assessment instruments.
(B) Standard II. The program shall require demonstrated competence in the selection, administration and interpretation of informal behavioral/emotional assessment instruments.
(C) Standard III. The program shall require demonstrated competence in interpreting test data for writing professional assessment reports and for designing educational programming.
(D) Standard IV. The program shall require demonstrated competence in utilizing and explaining assessment data to parents, students and other professionals for the purpose of determining student eligibility and programming recommendations.
(E) Standard V. The program shall require knowledge of etiology, of identifying characteristics and of long term prognosis of exceptionalities and their implications for learning and development.
(F) Standard VI. The program shall require knowledge of human growth and development and demonstrated competence in modifying the learning environment of children, including early childhood, whose development may deviate from the normal.
(G) Standard VII. The program shall require knowledge of and experiences with professional organizations and resource agencies serving exceptional children within the community, state and nation.
(H) Standard VIII. The program shall require extensive visitation experiences early in the program with exposure to a variety of handicapping conditions, early childhood through adulthood.
(I) Standard IX. The program shall require demonstrated competence in basic first aid emergency procedures.
(J) Standard X. The program shall require knowledge of the medical implications of exceptionalities with an overview of medications typically prescribed to affect behavior.
(K) Standard XI. The program shall require demonstrated competence in monitoring and documenting student progress.
(L) Standard XII. The program shall require demonstrated competence in task analysis, writing sequenced/measurable behavioral objectives, developing activities appropriate for student strengths and weaknesses and evaluating student performance.
(M) Standard XIII. The program shall require knowledge of pre-vocational and vocational skill development, including locating community resources.
(N) Standard XIV. The program shall require knowledge of the appropriate use and supervision of paraprofessionals.
(O) Standard XV. The program shall require demonstrated competence as a facilitator of staffings.
(P) Standard XVI. The program shall require demonstrated competence in maintaining confidential special education records.
(Q) Standard XVII. The program shall require knowledge of environmental adaptations and equipment that may be required to educate an individual with any of the handicapping conditions.
(R) Standard XVIII. The program shall require demonstrated competence in consulting and collaborating with regular educators, parents and other support personnel in providing specific teaching and behavioral management techniques for the exceptional child.
(S) Standard XIX. The program shall require demonstrated competence in teaching academic, vocational and independent living skills, including appropriate socialization and sexuality.
(T) Standard XX. The program shall require knowledge of the procedures needed to obtain private, state and federal funds and services available for the exceptional child.
(U) Standard XXI. The program shall require knowledge of federal, state and local laws, policies and procedures affecting the handicapped.
(xlii) Behavioral Disabilities/Emotional Disabilities Program Approval Standards (k-12). The following Standards pertain to programs which prepare teachers of the behaviorally disordered/emotionally disturbed, k-12. Prospective candidates must meet all Standards for the generalist in working with exceptional children, k-12.
(A) Standard I. The program shall require knowledge of the history of the behaviorally disordered/emotionally disturbed with major emphasis on the conceptual models in identification, diagnosis and education of the behaviorally disordered/emotionally disturbed.
(B) Standard II. The program shall require demonstrated competence in the selection, administration and interpretation of formal and informal behavioral/emotional assessment instruments.
(C) Standard III. The program shall require demonstrated competence in consulting/collaborating with regular educators, parents and other support personnel in providing specific teaching and behavioral management techniques for the behaviorally disordered/emotionally disturbed.
(D) Standard IV. The program shall require demonstrated competence in selecting and utilizing appropriate counseling techniques to improve the intra- and inter-personal functioning of the behaviorally disordered/emotionally disturbed.
(E) Standard V. The program shall require demonstrated competence in utilizing research to evaluate and design appropriate behavioral and instructional procedures for the behaviorally disordered/emotionally disturbed.
(F) Standard VI. The program shall require the study of human behavior which would include normal and abnormal psychology.
(xliii) Learning Disabilities Program Approval Standards. The following Standards pertain to programs which prepare teachers of the learning disabled, k-12. Prospective candidates must meet all Standards for the generalist in working with exceptional children, k-12.
(A) Standard I. The program shall require knowledge of the history of learning disabilities with major emphasis on the conceptual models in identification, diagnosis and education of the learning disabled.
(B) Standard II. The program shall require knowledge of characteristics of the areas of specific learning disabilities.
(C) Standard III. The program shall require demonstrated competence in assessing and diagnosing students and developing comprehensive individualized educational programming for the learning disabled.
(D) Standard IV. The program shall require demonstrated competence in utilizing research to evaluate and design appropriate instructional procedures for the learning disabled.
(E) Standard V. The program shall require demonstrated competence in teaching study skills and techniques which will assist the learning disabled to adapt to, and compensate for, their handicapping condition(s).
(F) Standard VI. The program shall require knowledge of and demonstrated competence in adapting curricula and materials for instruction through intact modalities.
(G) Standard VII. The program shall require demonstrated competence in counseling the learning disabled and their families in present and long term programming needs.
(xliv) Mental Disabilities Program Approval Standards. The following Standards pertain to programs which prepare teachers of the mentally disabilities, k-12. Prospective candidates must meet all Standards for the generalist in working with exceptional children, k-12.
(A) Standard I. The program shall require knowledge of the history of mental retardation with major emphasis on the conceptual models in identification, diagnosis and education of the mentally retarded.
(B) Standard II. The program shall require knowledge of characteristics and classification of mild, moderate, severe and profound mental retardation and appropriate programming and placement.
(C) Standard III. The program shall require demonstrated competence in assessing and diagnosing students and developing comprehensive individualized educational programming for the mentally retarded.
(D) Standard IV. The program shall require demonstrated competence in interpretation and explanation of psycho-educational testing to parents and other professionals.
(E) Standard V. The program shall require demonstrated competence in utilizing research to evaluate and design programs and procedures for the mentally retarded.
(F) Standard VI. The program shall require knowledge and demonstrated competence in providing services for the mentally retarded in the least restrictive environment.
(G) Standard VII. The program shall require knowledge and demonstrated competence in adapting and developing specialized curricula and appropriate activities meet the unique needs of the mentally retarded.
(H) Standard VIII. The program shall require demonstrated competence in counseling the mentally retarded and their families in present and long term programming needs.
(xlv) Hearing Impaired Program Approval Standards (Hearing Impairment includes deaf and hard of hearing.). The following Standards pertain to programs which prepare teachers of the hearing impaired, k-12. Prospective candidates must meet all Standards for the generalist in working with exceptional children, k-12.
(A) Standard I. The program shall require knowledge of the etiology of hearing impairment and audiometric measurement strategies and implications.
(B) Standard II. The program shall require knowledge of characteristics of the hearing impaired relative to the educational implications, communication systems, and use and maintenance of amplification systems.
(C) Standard III. The program shall require demonstrated competence in assessing the educational, language and speech skills of hearing impaired students and developing comprehensive individualized educational programming for hearing impaired.
(D) Standard IV. The program shall require demonstrated competence in utilizing reference materials and resources to evaluate and design appropriate instructional procedures to affect language and speech development in the hearing impaired.
(E) Standard V. The program shall require demonstrated competence in assessing normal language development as well as delays and disorders observed in conjunction with or resulting from hearing impairment.
(F) Standard VI. The program shall require demonstrated competence in teaching reading and spoken, and written language to the hearing impaired.
(G) Standard VII. The program shall require demonstrated competence in using curricula designed for the deaf and in analyzing and adapting a scope and sequence of curricula in schools.
(H) Standard VIII. The program shall require demonstrated competence in counseling the hearing impaired and their families in present and long term programming needs.
(I) Standard IX. The program shall require demonstrated competence in teaching auditory learning as well as signing in a school setting.
(xlvi) Hearing Impaired Transcript analysis Deaf Education (Specific Endorsement). The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of twenty-four (24) semester hours is required for a specialist endorsement.
(A) A minimum of twelve (12) semester hours is required in the area of specialization.
(B) A minimum of twelve (12) semester hours is required in courses designed specifically for the instruction of exceptional children or in another area of exceptionality.
(xlvii) Deaf Education Only. A minimum of twenty-two (22) semester hours is required in courses designed specifically for instruction of the deaf. Course work shall be in each of the following areas:
(xlviii) Vision Impaired Program Approval Standards (Vision Impairment includes blind and partially sighted.). The following Standards pertain to programs which prepare teachers of visually impaired, k-12. Prospective candidates must meet all Standards for the generalist in working with exceptional children, k-12.
(A) Standard I. The program shall require knowledge of the etiology of visual impairment.
(B) Standard II. The program shall require knowledge of characteristics of the visually impaired relative to the educational implications, communication systems and adaptive equipment/devices.
(C) Standard III. The program shall require demonstrated competence in assessing and diagnosing students and developing comprehensive individualized educational programming for the visually impaired.
(D) Standard IV. The program shall require demonstrated competence in utilizing research to evaluate and design appropriate instructional procedures for the visually impaired.
(E) Standard V. The program shall require knowledge of and demonstrated competence in teaching study skills and mobility training to assist the visually impaired adapt to their environment.
(F) Standard VI. The program shall require knowledge of and demonstrated competence in adapting curricula and materials for instruction through intact modalities.
(G) Standard VII. The program shall require demonstrated competence in counseling the visually impaired and their families in present and long term programming needs.
(xlix) Visually Impaired Transcript analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of twenty-four (24) semester hours is required for a specialist endorsement.
(A) A minimum of twelve (12) semester hours is required in the area of specialization.
(B) A minimum of twelve (12) semester hours is required in courses designed specifically for the instruction of exceptional children or in another area of exceptionality.
(I) Health Education Standards (k-12). The following Standards pertain to programs for preparing teachers of health education.
(A) Standard I. The program shall require knowledge of life span changes, e.g. growth and development, body systems, death and dying.
(B) Standard II. The program shall require knowledge of the behavioral and social sciences pertinent to health education.
(C) Standard III. The program shall require knowledge of personal health and physical fitness, including emotional and mental health; nutrition education; and emotional, physical and social aspects of substance use, misuse and abuse.
(D) Standard IV. The program shall require knowledge of communicable/chronic diseases, immunology, epidemiology and ethical aspects.
(E) Standard V. The program shall require knowledge of community and environmental health.
(F) Standard VI. The program shall require knowledge of the social, cultural, psychological, biological, ethical and legal aspects of human sexuality education.
(G) Standard VII. The programs shall require demonstrated competence in safety and emergency care education. The program shall include instructor certification in CPR and the expanded course material in first aid.
(H) Standard VIII. The program shall require knowledge of common physical and mental exceptionalities.
(I) Standard IX. The program shall require demonstrated competence in organizing, planning, supervising, implementing, administering and evaluating a total program for health education.
(J) Standard X. The program shall require knowledge of the legal aspects of a health education program.
(ii) Health Transcript Analysis (7-12 only). The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of twelve (12) semester hours is required, with work in five (5) of the following areas, including items (a) and (b):
(H) Psychology.
(iii) Library/Media Program Approval Standards (k-12). The following Standards pertain to programs which prepare library media persons, k-12.
(A) Standard I. The program shall require demonstrated competence in teaching library/media skills.
(B) Standard II. The program shall require demonstrated competence in operating and maintaining current instructional technology.
(C) Standard III. The program shall require demonstrated competence in assisting teachers to integrate instructional technology into the curriculum.
(D) Standard IV. The program shall require demonstrated competence in managing and evaluating school library media services, programs, collections and facilities.
(E) Standard V. The program shall require demonstrated competence in retrieving and disseminating information from print/non-print resources, including electronic sources, in-house and on-line catalogs, electric and traditional networks, local, state and national information sources and community resources.
(F) Standard VI. The program shall require demonstrated competence in utilizing current technology and feasible combinations of current technology.
(G) Standard VII. The program shall require knowledge necessary to assist in developing and maintaining a written selection/reconsideration policy.
(H) Standard VIII. The program shall require demonstrated competence in the production of appropriate instructional media.
(I) Standard IX. The program shall require knowledge and demonstrated competence in budgeting for and acquiring, organizing, processing, classifying and cataloging instructional technology.
(J) Standard X. The program shall require knowledge and demonstrated competence in promoting children's and young adults' literature in relation to student interest, student need and reading ability.
(K) Standard XI. The program shall require demonstrated competence in administering school library media services.
(L) Standard XII. The program shall require demonstrated competence in planning and implementing activities designed to build community support for school reading programs.
(liii) Library/Media Transcript Analysis (k-12). The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of twenty-four (24) semester hours is required, with fifteen (15) semester hours in Library Science and nine (9) semester hours in Instructional Media. Work in cataloging and classification of instructional material shall be in the applicant's preparation.
(liv) Music Program Approval Standards. The following Standards pertain to programs which prepare teachers of music, k-12, k-6, 5-8, or 7-12. Standards I through X pertain to programs for preparing k-12, k-6, 5-8, or 7-12 teachers of either vocal/general or instrumental music. Programs directed toward either vocal/general or instrumental fields of study (but not both) must meet Standards I through VII and either Standard VIII or Standard IX and X, as appropriate.
(A) Standard I. The program shall require knowledge of and demonstrated competence in the common elements of music and their interaction in both aural and visual analysis.
(B) Standard II. The program shall require knowledge of and demonstrated competence in the following:
(I) conducting live vocal and instrumental groups at all levels of public school students adequate to exhibit understanding of musical interpretation;
(II) arranging and adapting music through gradation level four from a variety of sources to meet the needs and ability levels of school performing groups and classroom situations;
(III) guiding creative experiences, interpretation of styles, including jazz and other contemporary styles, and improvisation to a level appropriate to the particular music concentration;
(IV) functional ability through gradation level three on keyboard and fretted instruments;
(V) advanced ability sufficient to assure accurate and musically expressive performance and the ability to read at sight in the specialty area;
(VI) performing in large ensembles and a variety of small ensembles which enhance the common elements of music.
(C) Standard III. The program shall require knowledge of music history and literature emphasis on the factors of interpretation, the role of music in our culture, the relationship of music to other arts and humanities in contemporary and past cultures and the place of compositions in historical and stylistic perspectives.
(D) Standard IV. The program shall require knowledge of a comprehensive k-12, k-6, 5-8, or 7-12 music curriculum and its development based upon sound philosophy and understanding of gradation music selection.
(E) Standard V. The program shall require knowledge of the history, social foundations and philosophical importance of music in education, finding meaning in music and the ability to express a rationale for personal attitudes and beliefs.
(F) Standard VI. The program shall require demonstrated competence in the formation of evaluative judgments about music.
(G) Standard VII. The program shall require demonstrated competence in listening to music with discrimination, understanding and sensitivity basic to the development of aesthetic taste and judgment.
(H) Standard VIII. The vocal/general music program shall require demonstrated competence in the following:
(I) performance written at gradation level four on keyboard and fretted instruments;
(II) ability to transpose and improvise accompaniments;
(III) pedagogical skills with vocal/general problems, diction and sufficient vocal skills to assure effective use of the voice in demonstrating vocal technique;
(IV) production of musical theatre;
(V) languages as they pertain to vocal music;
(VI) performing vocally in solo and in ensemble;
(VII) using wind, string and percussion instruments, which develop the knowledge and skills necessary to conduct instrumental as well as choral ensembles;
(VIII) teaching various vocal/general types of classes;
(IX) laboratory experiences in accompanying.
(I) Standard IX. The instrumental music program shall require knowledge of and pedagogical skills with all wind, string and percussion instruments sufficient to teach k-12, k-6, 5-8, or 7-12 students.
(J) Standard X. The instrumental music program shall require demonstrated competence in the following:
(I) performing on all wind, string and percussion instruments at gradation level three;
(II) using the singing voice as a teaching tool and conducting choral as well as instrumental ensembles;
(III) teaching instrumental students individually and in small and large groups;
(IV) marching band methods and materials which include historical and contemporary techniques, except that demonstrated proficiency in string techniques and pedagogy may be substituted for this skill by the string specialist;
(V) basic skills in instrumental repair;
(VI) appropriate organizational procedures for effective administration of instrumental music groups in school.
(Iv) Music Transcript Analysis (k-12), (k-6), (5-8), or (7-12). The applicant shall satisfy all general regulations for eligibility and teacher certification. A minimum of thirty-six (36) semester hours in music is required with a minimum of twelve (12) semester hours each in the vocal and instrumental areas.
(Ivi) Physical Education Program Approval Standards. The following Standards pertain to programs for preparing teachers of physical education, k-12.
(A) Standard I. The program shall require knowledge of the biological and physical sciences pertaining to the structure and function of the human body, including the principles of human movement and development.
(B) Standard II. The program shall require knowledge of the behavioral and social science studies related to physical education.
(C) Standard III. The program shall require demonstrated competence in planning, implementing and evaluating a total program of physical education.
(D) Standard IV. The program shall require knowledge of injury prevention, safety procedures and physical training methods.
(E) Standard V. The program shall require demonstrated competence in teaching adaptive physical education.
(F) Standard VI. The program shall require knowledge of the purchase, care and maintenance of facilities, equipment and supplies.
(G) Standard VII. The program shall require knowledge of the relationship between the physical education teacher and the larger social structures of the school and community.
(H) Standard VIII. The program shall require knowledge of the legal aspects of a physical education program.
(I) Standard IX. The program shall require demonstrated competence in safety and emergency care education. The program shall include certification in CPR and the expanded course material in first aid.
(Ivii) Adapted Physical Education Program Approval Standards.
(A) Standard I. The program shall require a degree from an approved physical education program.
(B) Standard II. The program shall assure that each prospective teacher has adequate documented pre-student teaching experiences in adapted physical education, which may include a non-school setting.
(C) Standard III. The program shall require knowledge of various disabling conditions which may affect the learner's success in physical education, including neurological, physical, emotional, behavioral, and cognitive.
(D) Standard IV. The program shall require demonstrated competence in planning and implementing developmentally appropriate learning experiences for children with various disabling conditions.
(E) Standard V. The program shall require demonstrated competence in the articulation of legal aspects of special education and adapted physical education.
(F) Standard VI. The program shall require demonstrated competence in recognizing and applying behavior management techniques related to children with disabilities.
(G) Standard VII. The program shall require knowledge of typical and atypical physical growth and motor development.
(H) Standard VIII. The program shall require demonstrated competence in selecting, administering, and interpreting assessment tools related to adapted physical education.
(I) Standard IX. The program shall require demonstrated competence in recognizing the availability of and process involved in the purchase, care and use of specialized facilities, equipment and supplies needed for an adapted physical education program.
(J) Standard X. The program shall require demonstrated competence in safety and emergency care education related to special populations, including CPR and first aid certification.
(K) Standard XI. The program shall require demonstrated competence in, recognizing the relationship between adapted physical education and the special education process of school and community.
(L) Standard XII. The program shall require successful completion of a student teaching experience in adapted physical education in a recognized k-12 setting of sufficient length and concentration for the prospective teacher to experience the full range of activities.
(lviii) Bilingual Education Program Approval Standards. The following Standards pertain to programs for preparing teachers in bilingual education. Bilingual education refers to the instruction of curriculum in the native language of the student.
(A) Standard I. The program shall require demonstrated competence in listening, speaking, reading, and writing in both English and the language of the target student population.
(B) Standard II. The program shall require demonstrated competence in the knowledge of the history and cultures of the target and related populations.
(C) Standard III. The program shall require knowledge of the historical, philosophical, and legal basis for bilingual education.
(D) Standard IV. The program shall require knowledge of the bilingual programs and organizational models for providing instruction in a bilingual or multi-cultural setting.
(E) Standard V. The program shall require demonstrated competence in teaching reading skills, writing skills, and subject matter areas in both English and the language of the target population.
(F) Standard VI. The program shall require demonstrated competence in interacting effectively and sensitively with students, parents, and others within culturally and linguistically different communities.
(G) Standard VII. The program shall require knowledge of the similarities and differences between the linguistic structures of the second language and English.
(H) Standard VIII. The program shall require knowledge of the similarities and differences in both language and dialect across geographic regions, ethnic groups, and social levels.
(I) Standard IX. The program shall require demonstrated competence in language assessment techniques and instruments as they pertain to the evaluation of students.
(J) Standard X. The program shall require knowledge of language development and acquisition.
(K) Standard XI. The program shall require competence in the management of a cross-cultural classroom.
(L) Standard XII. The program shall require prospective bilingual educators to demonstrate competence in working effectively with content area teachers to design, deliver, and evaluate instructional content.
(lix) English As A Second Language (ESL) Program Approval Standards. The following Standards pertain to programs for preparing teachers of English to teach English to speakers of other languages.
(A) Standard I. The program shall require knowledge of the nature of language, of language varieties, and the phonology, morphology, and syntax of the English language.
(B) Standard II. The program shall require demonstrated competence in listening, speaking, reading, and writing English.
(C) Standard III. The program shall require knowledge of the effects of cognitive, affective, and socio-cultural variables on language learning.
(D) Standard IV. The program shall require demonstrated competence in language assessment techniques and instruments as they relate to the evaluation of students.
(E) Standard V. The program shall require demonstrated competence in teaching English as the other language.
(F) Standard VI. The program shall require demonstrated competence in interacting effectively and sensitively with students, parents, and others within culturally and linguistically different communities.
(G) Standard VII. The program shall require knowledge of the similarities and differences between the linguistic structures of the other language and English.
(H) Standard VIII. The program shall require demonstrated understanding of multicultural factors as they are related to language and dialect across geographic regions, ethnic groups, and socioeconomic levels.
(I) Standard IX. The program shall require knowledge of language development and acquisition.
(J) Standard X. The program shall require demonstrated competence in the management of a cross-cultural classroom.
(lx) Basic Programs for Teachers Holding Certificates. These programs are designed for teachers who have completed an approved program as identified or at the completion of their training will hold, an initial, Standard Certificate. These programs are designed to develop competencies in:
(A) Coaching;
(B) Driver Education
(C) Middle
(lxi) Coaching Program Approval Standards. The following Standards pertain to programs for preparing teachers to coach.
(A) Standard I. The program shall require demonstrated competence in the application of current theory and technique associated with injury prevention, injury care, injury rehabilitation and proper fitting of protective equipment and supplies.
(B) Standard II. The program shall require demonstrated competence in safety and emergency care education. The program shall include certification in CPR and the expanded course material in first aid.
(C) Standard III. The program shall require demonstrated competence in the application of current theory and technique associated with the psycho-social effects of coaching and competition.
(D) Standard IV. The program shall require demonstrated competence in the application of current theory and technique associated with the physiological and kinesthetically content areas of the sport.
(E) Standard V. The program shall require demonstrated competence in the application of current theory and technique associated with teaching and evaluating skills in specific sports and strategies appropriate to maturational levels in the specific sport area.
(F) Standard VI. The program shall require knowledge of the legal issues of coaching.
(lxii) Coaching Transcript Analysis. The permit holder is allowed to serve as an assistant athletic coach.
(A) In order to qualify for an assistant athletic coach the applicant must be a certified teacher.
(B) Have successfully completed a Prevention and Care of Athletic Injury class taught by an NATA (National Athletic Trainers Association) certified trainer, equivalent to a two (2) hour credit course taught at a college or university.
(C) Have successfully completed a current first aid class that includes cardiopulmonary resuscitation (CPR) training as part of the class. One of the following classes meets this requirement:
(I) First aid class at a college or university with an approved program for athletic coaches;
(II) Red Cross First Aid Class;
(III) American Athletic Coaching Effectiveness Program (ACEP)/National Federation of Interscholastic Athletic Coaching Education
Program (NFICEP) Sport First Aid Class.
(D) Have successfully completed one of the following:
(I) Scientific foundations of athletic coaching class at a college or university with a program approved for athletic coaches;
(II) NFICEP athletic coaching education sport science course;
(III) ACEP athletic coaching education sport science course; Program for Athletic Coaches' Education (PACE) athletic coaching education course;
(IV) A passing score on the National High School Athletic Coaches Certification Examination. This information must be submitted to the Professional Teaching Standards Board by the Columbia Assessment Services.
(lxiii) Head Coaching Transcript Analysis. The permit holder is allowed to serve as a head athletic coach.
(A) In order to qualify for an athletic coach the applicant must be a certified teacher.
(B) Have successfully completed a Prevention and Care of Athletic Injury class taught by an NATA (National Athletic Trainers Association) certified trainer, equivalent to a two (2) hour credit course taught at a college or university.
(C) Have successfully completed a current first aid class that includes cardiopulmonary resuscitation (CPR) training as part of the class. One of the following classes meets this requirement:
(I) First aid class at a college or university with an approved program for athletic coaches;
(II) Red Cross First Aid Class;
(III) American Athletic Coaching Effectiveness Program (ACEP)/National Federation of Interscholastic Athletic Coaching Education Program (NFICEP) Sport First Aid Class.
(D) Have successfully completed one of the following:
(I) Scientific foundations of athletic coaching class at a college or university with a program approved for athletic coaches;
(II) NFICEP athletic coaching education sport science course;
(III) ACEP athletic coaching education sport science course; Program for Athletic Coaches' Education (PACE) athletic coaching education course;
(IV) A passing score on the National High School Athletic Coaches Certification Examination. This information must be submitted to the Professional Teaching Standards Board by the Columbia Assessment Services.
(E) Have successfully completed one of the following:
(I) Document one year of successful athletic coaching experience with middle school/junior high or high school age students in the appropriate sport under the supervision of a certificate holder endorsed for athletic coach. This must be documented by having a positive letter of recommendation sent by his/her athletic coaching supervisor. The letter must address how this individual meets the skills, competencies, and knowledge as required under the Program Approval Standards for athletic coaching. This experience can be documented through involvement in a middle/junior high or high school setting, or youth community agency outside of public education.
(II) Successfully completed a sport specific techniques and tactics course from NFICEP or ACEP in the appropriate sport.
(III) Successfully completed a methods course (techniques and tactics) for the appropriate sport from a college or university.
(F) Renewal requirements include verification of current first aid, CPR or equivalent EMT certification.
(Ixiv) Driver Education Program Approval Standards. The following Standards pertain to programs for preparing teachers of driver education.
(A) Standard I. The program shall require demonstrated competence in the basic principles of traffic safety and driver education.
(B) Standard II. The program shall require knowledge of methods and materials in driver education.
(C) Standard III. The program shall require knowledge of administrative procedures, practices and policies required for organizing and operating a driver education program.
(D) Standard IV. The program shall require knowledge of current trends in driver education.
(E) Standard V. The program shall require knowledge of methods of providing students with positive attitudes toward safe driving as well as the needed skills for safe driving.
(F) Standard VI. The program shall require a supervised practicum in driver education.
(lxv) Driver Education Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. The endorsement for Driver Education may be entered on the certificate for any applicant who:
(A) Has a valid Wyoming driver's license; AND (b) Has a minimum of twelve (12) semester hours of credit from a combination of at least five (5) of the following courses, including items (I)-(III):
The endorsement for Motorcycle Education may be entered on the certificate of any applicant who has a Driver Education endorsement and evidence of instructor preparation which includes a minimum of two (2) semester hours in Motorcycle Safety Education.
(lxvi) Middle School Program Approval Standards. The following standards pertain to programs for preparing teachers of middle school education.
(A) Standard I. The program shall require demonstrated competence in classroom management techniques appropriate to the middle school student.
(B) Standard II. The program shall require knowledge of the intellectual, physical, psychological and learning characteristics of the middle school student.
(C) Standard III. The program shall require knowledge of the social, cultural and behavioral characteristics of the middle school student.
(D) Standard IV. The program shall require knowledge of the content and methods utilized in the middle school setting with an emphasis in a field of study and a supporting field of study.
(E) Standard V. The program shall require knowledge of the teacher's role, curriculum trends and organizational arrangements in middle school.
(lxvii) Middle School Transcript Analysis (5-8). The applicant shall satisfy all general regulations for eligibility and teacher certification. The endorsement may be earned through one of the following ways:
(A) The completion of a program designed for instruction in the middle school from an accredited teacher education institution;
(B) The completion of a program designed for instruction in the elementary grades from an accredited teacher education institution. The preparation must include three (3) courses designed for instruction in the middle school as follows:
(I) Human Growth and Development;
(II) Philosophy, Organizational Patterns, and Curriculum Concepts;
(III) Guidance and Counseling.
(C) The completion of a program designed for instruction in the secondary grades from an accredited teacher education institution. The preparation must include three (3) courses designed for instruction in the middle school as follows:
(I) Human Growth and Development; (II) Philosophy, Organizational Patterns, and Curriculum Concepts; (III) Guidance and Counseling.
(lxviii) Basic Programs For Those Who Do Not Hold a Teaching Endorsement. These programs are designed for persons providing professional consultation services to the instructional staff. Such programs do not require the completion of a teacher preparation program. However, they do require the completion of a basic training program in:
(A) Exceptional children-early childhood, special education (ages 3 to 5) (B) Nursing
(lxix) Early Childhood/Special Education Program Approval Standards (ages 3 to 5). The following Standards pertain to programs which prepare teachers of early childhood, special education (ages 3 to 5). Prospective candidates must meet all Standards for the generalist in working with exceptional children ages 3 to 5. The training content must apply to handicapped children, birth through age seven (7).
(A) Standard I. The program shall require knowledge of the basic sociological concepts of the family, of parent/child/school dynamics and of a variety of approaches to achieve parent involvement.
(B) Standard II. The program shall require demonstrated competence in gathering and recording data from parents, in informing parents of rights and interpreting information regarding assessments, programs and procedures to parents.
(C) Standard III. The program shall require knowledge of normal child development and factors that result in atypical child development.
(D) Standard IV. The program shall require demonstrated competence in applying typical and atypical child development knowledge to curriculum, identification and expected development decisions.
(E) Standard V. The program shall require knowledge of program and service delivery alternatives.
(F) Standard VI. The program shall require demonstrated competence in identifying, writing, implementing and communicating educational goals with parents and other professionals based upon assessment data and individual needs.
(G) Standard VII. The program shall require knowledge of language acquisition and development within the instructional setting using a multidisciplinary approach to include motor, language, self-help, emotional and cognitive skills.
(H) Standard VIII. The program shall require demonstrated competence in developing appropriate instructional procedures within the instructional setting for language development using motor, language, self-help, emotional and cognitive skills.
(I) Standard IX. The program shall require demonstrated competence in the selection, administration, scoring, interpretation and reporting of assessment activities.
(J) Standard X. The program shall require demonstrated competence in the utilization application of assessment data for child identification; program analysis, refinement, and development; and parental understanding.
(K) Standard XI. The program shall require demonstrated competence in the use of due process procedures for the pre-school child and parent.
(Ixx) Early Childhood Special Education (3-5) Transcript Analysis. Within the twenty-four (24) semester hours for exceptional children training, applicants must acquire course work in the following areas: Course content applies to birth through age seven (7) of the handicapped child.
(A) Parent, school, child dynamics; (B) Child development and health practices (typical/atypical); (C) Curriculum methods and materials of handicapped children; (D) Language acquisition and development; (E) Identification and educational application of assessment;
(F) Early childhood legal issues.
(Ixxi) School Nurse Program Approval Standards. The following Standards pertain to programs which prepare a school nurse. Standards applicable to school nurse preparation shall require licensure as a professional registered nurse in Wyoming and a Bachelor of Science Degree in Nursing.
(A) Standard I. The program shall require knowledge of and demonstrated competence in organizing, managing and evaluating school health services.
(B) Standard II. The program shall require knowledge of and demonstrated competence in using a holistic approach in health assessment of students which includes a review of health care needs, problems, communicable diseases, normal growth and development and concerns of children and youth.
(C) Standard III. The program shall require knowledge of and demonstrated competence in assessing, evaluating, educating or counseling related to factors which impede the education progress of children.
(D) Standard IV. The program shall require knowledge of and demonstrated competence in assisting students, staff and families to utilize available local, state and national resources in meeting health care needs.
(E) Standard V. The program shall require knowledge of and demonstrated competence in understanding people and interaction with their environment.
(F) Standard VI. The program shall require knowledge of and demonstrated competence in maintaining and promoting the health status of students and staff.
(G) Standard VII. The program shall require knowledge of and demonstrated competence in writing and implementing individual health care plans for exceptional children.
(H) Standard VIII. The program shall require knowledge of the school environment and the role of the nurse in that environment.
(I) Standard IX. The program shall require demonstrated competence in purchasing, evaluating and maintaining health supplies, equipment and educational aids.
(J) Standard X. The program shall require demonstrated competence in designing, organizing and presenting in-service programs to promote health and meet the special needs of students, staff and parents.
(K) Standard XI. The program shall require knowledge of the role of the school nurse in curriculum development and in serving as a resource person for classroom teachers.
(L) Standard XII. The program shall require demonstrated competence in safety procedures, multimedia, Standard first aid and CPR.
OR
A standard certificate with a school nurse endorsement will be issued when the Bachelor prepared registered Professional Nurse (RN) licensed by the Wyoming State Board of Nursing has met the eligibility requirements or has passed a national certification exam for school nurses officially recognized by the National Association of School Nurses (NASN) or the American Nurses Association.
(lxxii) Advanced Programs. These programs are designed for teachers holding an initial, Standard Certificate who desire to develop competencies in different teaching fields. The programs are designed to produce competencies equivalent to those approved as meeting the Standards for basic programs in the teaching field.
The institution shall provide experiences that allow the teacher to demonstrate required competencies for the additional field of study.
This section sets forth Standards for teachers holding, or about to hold, an initial, Standard Certificate and who are completing an advanced program for classroom teachers, administrators, supervisors or other educational specialist programs. Endorsements in these areas are added to a Standard Certificate. Individuals must maintain their Standard certificate in order to retain these endorsements.
These programs shall require mastery of advanced content in both specialty and appropriate cognate support areas, demonstrated competence in the application of skills at an advanced level and familiarity with appropriate research and its implementation. These advanced programs include:
(A) Director/Coordinator/Supervisor;
(B) Education Diagnostician;
(C) Reading;
(D) School Counselor;
(E) School Principal;
(F) School Superintendent.
(G) Standard I. The advanced program shall require prior completion of a state approved teacher preparation program or a regionally or NCATE accredited teacher preparation program.
(H) Standard II. The program shall require knowledge of the philosophy, ethics, organization, practice and activities of the education profession and its relationship to the area of specialty.
(I) Standard III. The program shall require successful experience in a recognized k-12 setting as identified in each of the Standards.
(Ixxiii) Director/Coordinator/Supervisor Program Approval Standards. The following Standards pertain to advanced programs that prepare directors/ coordinators/supervisors.
(A) Standard I. The program shall require demonstrated competence in the following areas:
(I) development and communication of clear and purposeful mission and goal statements;
(II) program planning, organization management, implementation and evaluation skills;
(III) staff evaluation and development;
(IV) budget planning, organization and implementation.
(B) Standard II. The program shall require knowledge and application of recent research developments in the field or area of specialization.
(C) Standard III. The program shall require knowledge and application of human relations at both the interpersonal and group levels with emphasis on the role of effective communication techniques.
(D) Standard IV. The program shall require knowledge of and practice with principles and procedures of curriculum development, program evaluation and methods of interpreting educational change to others.
(E) Standard V. The program shall require knowledge of and demonstrated competence in school supervision with emphasis on administrative leadership skills, evaluation models and staff development practices.
(F) Standard VI. The program shall require study of community/school relations.
(G) Standard VIII. The program shall require three years of successful teaching experience in a k-12 setting.
(H) Standard VII. The program shall require a director/coordinator/supervisor internship in a recognized k-12 school setting.
OR
Three (3) years of successful experience as a Director/ Coordinator/Supervisor in a recognized k-12 school setting verified by letters of recommendation from persons responsible for the individual's evaluation, provided the experience has been done within the last six (6) years in the appropriate area.
(Ixxiv) Education Diagnostician Program Approval Standards. The following Standards pertain to advanced programs for preparing education diagnosticians at the k-12 level. General Standards applicable to education diagnosticians are designed to prepare an individual to provide educational services of administering, scoring and interpreting tests; diagnosis and prescription relating to tests; and consultation.
(A) Standard I. The program shall require knowledge of human behavior, cultural diversity, child and adolescent development, human exceptionalities and human learning.
(B) Standard II. The program shall require knowledge of the education of exceptional learners, instruction and remedial techniques, learning theories and curriculum at all grade levels to include an overview of the organization, administration and operation of the public schools.
(C) Standard III. The program shall require knowledge of the theory of and demonstrated competence in the administration and interpretation of tests and measurements to include:
(I) social, emotional, educational, intellectual and informal assessments;
(II) scoring, analyzing, recording of assessment data;
(III) diagnosing student achievement and abilities;
(IV) interpreting and communicating data to students, other professionals and parents.
(D) Standard IV. The program shall require demonstrated competence in designing and recommending appropriate programs and services.
(E) Standard V. The program shall require demonstrated competence in the use of child study techniques.
(F) Standard VI. The program shall require knowledge of the role, ethical responsibilities and legal Standards pertaining to education diagnosticians.
(G) Standard VII. The program shall require a supervised practicum in a recognized k-12 school setting.
(H) Standard VIII. The program shall require three years of teaching, counseling, school social worker, school psychology, supervisory or administrative experience in a recognized k-12 school setting.
(Ixxv) Educational Diagnostician Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification. Within the context of all graduate work completed by the applicant (including the master's degree), a minimum of forty-five (45) semester hours is required, with work in each of the following areas:
(A) Two (2) semester hours in each of the following:
(I) Mental Retardation;
(II) Learning Disabilities;
(III) Emotional Disturbance.
(B) Six (6) semester hours from the following:
(I) Psycho-Educational Assessment of the Exceptional Child;
(II) Psychological Assessment of the Exceptional Child;
(III) Assessment of Reading or Mathematical
Problems (two hours maximum).
of and demonstrated competence in the development, implementation and evaluation of a variety of instructional approaches designed to improve students' reading ability.
(E) Standard V. The program shall require demonstrated competence in using writing to teach reading.
(F) Standard VI. The program shall require demonstrated competence in prescribing instructional programs and activities for individual students and small/large groups, based upon the analysis and interpretation of diagnostic data.
(G) Standard VII. The program shall require demonstrated competence in planning and implementing activities designed to build community support for school reading programs.
(H) Standard VIII. The program shall require knowledge of recent research development in reading, writing, listening and speaking.
(I) Standard IX. The program shall include supervised practicum experiences.
(J) Standard X. The program shall require differentiated knowledge and experiences at the level according to the area of emphasis desired:
(I) An elementary program shall require knowledge and experiences at the elementary level.
(II) A secondary program shall require knowledge and experiences at the secondary level.
(III) A k-12 program shall require knowledge and experiences at both elementary and secondary levels.
(K) Standard XI. The program shall require one year of successful classroom teaching experience in a recognized k-12 school setting.
(L) Standard XII. The program shall require knowledge of language acquisition as it concerns first and second language learning and how it varies by age levels.
(lxxvii) Reading Specialist Transcript Analysis. The applicant shall satisfy all general regulations for eligibility and teacher certification and Education Specialist certification. Within the context of all graduate work completed by the applicant (including the master's degree), a minimum of twenty-four (24) semester hours is required, with work in each of the following areas:
The applicant is required to have had two (2) years of teaching, counseling, supervisory or administrative experience in a recognized school (k-12) setting, including one (1) year as a reading teacher.
(lxxviii) School Counselor Program Approval Standards. The following Standards pertain to advanced programs that prepare school guidance counselors for an elementary, secondary or k-12 level.
(B) Standard II. The program shall require demonstrated competence in planning, organizing, administering and coordinating a counseling program.
(C) Standard III. The program shall require demonstrated competence in consultation skills with professional staff, parents and community agencies.
(D) Standard IV. The program shall require knowledge of the counselor's role in special education.
(E) Standard V. The program shall require differentiated knowledge and experiences at the level according to the area of emphasis desired:
(I) An elementary program shall require knowledge and experiences at the elementary level.
(II) A secondary program shall require knowledge and experiences at the secondary level.
(III) A k-12 program shall require knowledge and experiences at both elementary and secondary levels.
(F) Standard VI. The program shall require a practicum or internship experience in a recognized k-12 school setting.
(G) Standard VII. The program shall require two years of successful teaching, school social worker, school psychology, supervisory or administrative experience in a recognized k-12 school setting or three years of comparable experience in a human services setting.
(Ixxix) School Principal Standards. The following Standards pertain to advanced programs that prepare school principals for elementary, secondary or k-12 level.
(A) Standard I. The program shall require knowledge of the teaching and learning process and demonstrated skill in implementing the improvement of instruction at the building level.
(B) Standard II. The program shall require knowledge of the school improvement process and demonstrated competence in involving appropriate groups in the design, implementation and evaluation of the school improvement process at the building level.
(C) Standard III. The program shall require demonstrated competence in designing, implementing and evaluating programs to create a positive school climate.
(D) Standard IV. The program shall require demonstrated competence in developing and evaluating a school curriculum.
(E) Standard V. The program shall require demonstrated competence in planning and implementing instructional management system(s).
(F) Standard VI. The program shall require demonstrated competence in designing and implementing staff selection, development and evaluation systems.
(G) Standard VII. The program shall require demonstrated competence in allocating human, material and financial resources.
(H) Standard VIII. The program shall require demonstrated competence in conducting research and using research findings in improving program operations and student learning.
(I) Standard IX. The program shall require demonstrated competence in short and long range planning.
(J) Standard X. The program shall require knowledge of inter- and intra-personal skills in relation to coalition building, school and community public relations, school governance and operations, political strategies, power, policy development and maintenance systems and conflict mediation.
(K) Standard XII. The program shall require three years of successful classroom teaching experience in a recognized k-12 school setting at the specific level of desired emphasis (elementary, secondary, k-12).
(L) Standard XI. The program shall require an administrative internship in a recognized k-12 school setting at the specific level of desired emphasis (elementary, secondary, k-12).
OR
Three (3) years of successful experience as a principal in a recognized k-12 school setting verified by letters of recommendation from persons responsible for the individual's evaluation, provided the experience has been done within the last six (6) years.
(lxxx) Superintendent Program Approval Standards. The following Standards pertain to advanced programs for preparing school superintendents.
(A) Standard I. The program shall require knowledge of the school improvement process and demonstrated competence in involving appropriate groups in the design, implementation and evaluation of the school improvement process at the local district level.
(B) Standard II. The prospective superintendent shall meet all requirements for the school principal endorsement.
(C) Standard III. The program shall require demonstrated competence in the following skills at the district level:
(I) designing, implementing and evaluating district climate which includes mutual efforts by board, staff and students to formulate and attain district goals;
(II) developing and evaluating a school curriculum that assures both extensive cultural enrichment activities and mastery of fundamental as well as progressively more complex skills required in advanced problem solving, creative and technological activities;
(III) planning and implementing instructional management system(s) which includes learning objectives, curriculum design and instructional strategies and techniques that encourage high levels of achievement;
(IV) designing and implementing staff selection development and evaluation systems to enhance effectiveness of district personnel;
(V) managing human, material and financial resources; district financial planning and management; and risk management;
(VI) conducting research and using research findings in decision making to improve long range planning, school operations and student learning;
(VII) applying political theory and skills in building local, state and national support for education.
(D) Standard IV. The program shall require demonstrated competence at the district level in:
(I) understanding the assessment and accommodation of school/community needs;
(II) designing and implementing effective strategies to enhance school board relations;
(III) legal aspects of district management;
(IV) facilities management;
(V) management of support services.
(E) Standard V. The program shall require demonstrated competence in working with local, state and federal agencies.
(F) Standard VII. The program shall require successful administrative experience in a k-12 setting.
(G) Standard VI. The program shall require a central office district-wide administrative internship experience in a recognized k-12 school setting.
OR
Three (3) years of successful central office district-wide experience in a recognized k-12 school setting verified by letters of recommendation from persons responsible for the individual's evaluation, provided the experience has been done within the last six years.
(lxxxi) Advance Programs for Those Who Do Not Hold A Teacher Certificate. These programs in education are designed for persons who do not possess initial regular elementary, secondary or upgraded subject certificates but who do hold a baccalaureate degree. The emphasis in both content and rigor shall be on advanced study. Content shall provide for breadth in the field, for detailed study of one or more specialized aspects of the field and for access to new research and developments. These advanced programs include: Audiologist; School Psychologist; School Social Worker; Speech/Language Pathology.
(A) Standard I. The advanced program shall require completion of a state approved program or a regionally or NCATE accredited program.
(B) Standard II. The program shall require knowledge of the philosophy, ethics, organization, practice and activities of the education profession and its relationship to the area of specialty.
(lxxxii) School Audiologist Program Approval Standards. The following Standards pertain to advanced programs for preparing school audiologists.
(A) Standard I. The program shall require knowledge of the anatomical, physiological, neurological, physical, psychological, genetic and cultural aspects of speech, language and hearing development.
(B) Standard II. The program shall require demonstrated competence in basic audiological screening techniques for school populations.
(C) Standard III. The program shall require demonstrated competence in selecting appropriate screening materials and equipment.
(D) Standard IV. The program shall require demonstrated competence in determining adequate environment for screening procedures.
(E) Standard V. The program shall require demonstrated competence in disseminating screening results to parents/guardians and school personnel.
(F) Standard VI. The program shall require demonstrated competence in the selection, administration and interpretation of any tests appropriate to the complete audiological evaluation of a child.
(G) Standard VII. The program shall require demonstrated competence in the principles of hearing aid evaluation, differential diagnosis of auditory disorders, pediatric audiological evaluation, and psychoacoustic instrumentation applied to audiological techniques and aural rehabilitation.
(H) Standard VIII. The program shall require knowledge of the normal acquisition of speech and language development.
(I) Standard IX. The program shall require knowledge of mild, moderate and severe impairments of articulation, language and voice as they relate to acoustic disorders.
(J) Standard X. The program shall require demonstrated competence in specialized and educational diagnostic batteries utilized for audiological assessment in public education.
(K) Standard XI. The program shall require demonstrated competence in the integration, correlation and interpretation of diagnostic information to teachers and parents.
(L) Standard XII. The program shall require demonstrated competence in providing aural rehabilitative programs.
(M) Standard XIII. The program shall require demonstrated competence in the use of equipment and materials needed for maintenance and operation of educational programs for the hearing impaired.
(N) Standard XIV. The program shall require knowledge of hearing conservation programs and medical backgrounds of communicative disorders.
(O) Standard XV. The program shall require demonstrated competence in general case study and case facilitation.
(P) Standard XVI. The program shall require knowledge of organizational techniques and procedures for dealing with confidential information.
(Q) Standard XVII. The program shall require demonstrated competence in working with teachers to identify, develop or modify educational materials, curriculum and teaching strategies appropriate to meet the educational needs of students with hearing impairments.
(R) Standard XVIII. The program shall require a practicum experience in a recognized k-12 school setting.
(lxxxiii) School Psychologist Program Approval Standards. The following Standards pertain to advanced programs preparing school psychologists at the k-12 level. General Standards applicable to school psychologists are designed to prepare an individual to promote the intellectual, social and emotional development of children; to create environments that facilitate learning and mental health; to evaluate, plan programs and provide services for individuals with special needs.
(A) Standard I. The program shall require knowledge of human behavior, cultural diversity, child and adolescent development, human exceptionalities and human learning.
(B) Standard II. The program shall require knowledge of the education of exceptional learners, instruction and remedial techniques, learning theories and curriculum at all grade levels to include an overview of the organization, administration and operation of the public schools.
(C) Standard III. The program shall require knowledge of the theory and demonstrated competence in the administration and interpretation of tests and measurements to include:
(I) social, emotional, educational, intellectual and informal assessments;
(II) scoring, analyzing, recording of assessment data and diagnosing;
(III) interpreting and communicating data to students, parents and professionals.
(D) Standard IV. The program shall require demonstrated competence in designing and recommending appropriate services and programs.
(E) Standard V. The program shall require demonstrated competence in an understanding of the role and function of the school psychologist to include:
(I) ethical responsibilities and Standards;
(II) professional issues and concerns pertaining to school psychological service providers;
(III) state and federal laws, rules or regulations related to school psychology and general or special education.
(F) Standard VI. The program shall require demonstrated competence in intervention strategies (direct and indirect) to include:
(I) delivering preventive mental health programs and services;
(II) consulting with students, parents and other professionals;
(III) the practice of psychological counseling and behavioral change techniques;
(IV) administering, scoring and interpreting projective, personality and other assessments of psychological adjustment.
(G) Standard VII. The program shall require knowledge of the history and foundations of school psychology.
(H) Standard VIII. The program shall require demonstrated competence in research techniques and statistics.
(I) Standard IX. The program shall provide practicum experiences at all levels of the k-12 school setting of sufficient length to enable the student to demonstrate required competencies in assessment, intervention and consultation services.
(J) Standard X. The program shall require a 1 (one) year, full-time, supervised internship in a recognized school k-12 setting.
OR
Provide official verification of national certified school psychologist status.
(lxxxiv) School Social Worker Program Approval Standards. The following Standards pertain to advanced programs which prepare a school social worker.
(A) Standard I. The program shall require knowledge of the role and function of the school social worker and the school social work program, including relationships with other professional school personnel and community agencies and organizations.
(B) Standard II. The program shall require demonstrated competence in:
(I) assessment in social, emotional, behavioral and adaptive areas;
(II) individual counseling;
(III) group counseling;
(IV) family dynamics and interaction;
(V) crisis intervention;
(VI) consultation;
(VII) communication skill;
(VIII) referral process and utilization of resources;
(IX) legal issues pertaining to the welfare of children;
(X) conflict management/resolution.
(C) Standard III. The program shall require knowledge of the school as an organization with emphasis on school curriculum and school law.
(D) Standard IV. The program shall require knowledge of human growth and development particularly as it relates to the dynamics of the learner and the learning process.
(E) Standard V. The program shall require demonstrated competence in the use of social work methods to facilitate the affective domain of education.
(F) Standard VI. The program shall require knowledge of the cause and effect of life stresses such as educational handicaps, family disruption, health issues, abuse and neglect, race, ethnicity, socioeconomic and environmental factors on learning, behavior and development.
(G) Standard VII. The program shall require demonstrated competence in conducting and interpreting research with regard to community, family and student problems relevant to services provided by the school social worker.
(H) Standard VIII. The program shall require a supervised practicum in a recognized k-12 school setting.
(Ixxxv) School Social Worker Transcript Analysis. The applicant shall satisfy all general regulations for eligibility. The applicant must hold a master's degree with a major in social work and a minimum of twelve (12) semester hours in professional education.
(Ixxxvi) Speech/Language Pathology Program Approval Standards. The following Standards pertain to advanced programs which prepare speech/language pathologists.
(A) Standard I. The program shall require knowledge of anatomical, physiological, neurological, physical, psychological, genetic and cultural aspects of speech, language and hearing development.
(B) Standard II. The program shall require demonstrated competence in organizing and implementing a speech and language screening program.
(C) Standard III. The program shall require demonstrated competence in conducting an appropriate assessment across all student populations and age groups.
(D) Standard IV. The program shall require demonstrated competence in functioning as a member of the multidisciplinary assessment team.
(E) Standard V. The program shall require knowledge of audiological disorders and interpretation of audiograms and tympanograms.
(F) Standard VI. The program shall require demonstrated competence in basic audiological screening techniques.
(G) Standard VII. The program shall require demonstrated competence in aural habilitative/rehabilitative services to students.
(H) Standard VIII. The program shall require knowledge of educational core curriculum, school budgeting and finance, public education policies and procedures, educational Standardized tests and measurements, school law and federal and state regulations.
(I) Standard IX. The program shall require demonstrated competence in identifying, assessing, remediating and evaluating programs for articulation/phonology, fluency, voice, hearing and language disorders.
(J) Standard X. The program shall require demonstrated competence in serving as a consultant to regular educators or other personnel and parents or guardians.
(K) Standard XI. The program shall require demonstrated competence in working with teachers to identify, develop or modify educational materials, curriculum and teaching strategies appropriate to meet the educational needs of students with hearing impairments.
(L) Standard XII. The program shall require demonstrated competence in general case study and case facilitation.
(M) Standard XIII. The program shall require knowledge of organizational techniques and procedures for dealing with confidential information.
(N) Standard XIV. The program shall require knowledge of available resources, programs, personnel and facilities within school districts, community, state and nation.
(O) Standard XV. The program shall require demonstrated competence in using appropriate individual, group and classroom management procedures.
(P) Standard XVI. The program shall require demonstrated competence in incorporating those factors which contribute to the effectiveness of the speech/language and hearing program.
(Q) Standard XVII. The program shall require a practicum experience in a recognized k-12 school setting.
(lxxxvii) Innovative and Experimental Programs. The Standards contained in this chapter have been prepared to emphasize the importance which the Professional Teaching Standards Board places on the continuous development of new programs for the preparation of educators. These Standards outline concerns which must be considered in the development, approval and implementation of innovative and experimental programs. A wide variety of programs may be considered under the heading of 'innovative and experimental' programs. Some examples are listed below.
(A) New Approaches. Programs designed to develop new approaches, new formats or new environments for the preparation of educators.
(B) New Positions. Programs designed to prepare individuals for new positions that are emerging in education.
(C) Special Needs. Programs designed to meet the special needs of particular segments of our society.
(D) Specific Curricular Areas. Programs designed for specific curricular areas for which recognized Standards have not been developed.
(E) Standard I. A clear statement explaining the request for approval of an experimental or innovative program shall be provided including assumptions, rationale and objectives on which the proposed program is based.
(F) Standard II. Each program shall be based upon a clear statement of purpose and objectives. The program shall be prepared cooperatively by the agencies concerned with teacher education, including the public school program that is needed to accomplish the objectives, and shall be based on analyses of current practices and trends in the field or curriculum being addressed. The statement of purpose and objectives shall be available in writing.
(G) Standard III. Each program shall include a clearly formulated statement of required areas of knowledge, attitudes, understandings, skills, experiences and the degree of expertise necessary for the beginning educator. This statement of competencies shall be available in writing and, where appropriate, shall meet Professional Teaching Standards Board adopted Standards for the Wyoming Approved Teacher Preparation Program.
(H) Standard IV. Institutions shall designate an appropriate division, school, college or department to administer and act on all matters related to innovative and experimental programs.
(I) Standard V. The experimental program shall include a description of the process by which educators will be prepared, provision for keeping records of the students' progress in the program and arrangements for systematic review of the process at stated intervals by both institution and the Professional Teaching Standards Board.
(J) Standard VI. The program shall be supported by sufficient human, financial and physical resources. The continuing availability of the resources shall be assured for the duration of the program. Any resources not under the control of the teacher education institution shall be outlined and their continued availability confirmed by the controlling agency.
(K) Standard VII. The innovative-experimental program shall include a timetable which sets forth the beginning and ending dates.
(I) This should include: the sequence of activities that will occur;
(II) the anticipated schedule of evaluative check points for competency of participants and program evaluation;
(III) the identification of competencies or other changes at selected intervals in the program;
(IV) approximate dates for periodic reports to the appropriate institution officials and the Professional Teaching Standards Board.
(L) Standard VIII. The program shall be periodically evaluated using the timetable developed in Standard VII by the Professional Teaching Standards Board. Evaluation shall be used to identify areas of the program that need strengthening and to suggest new directions for program development.
(lxxxviii) Program Approval Standards For Approving Competency Based Programs or Performance Based Programs. The following Standards apply to all competency-based or performance-based teacher education programs.
(A) Standard I. For each preparation program, the institution shall develop and adopt an explicit statement of 'program exit' competencies that relate to the entry-level professional role. These competencies shall include all of the criteria implicit in the adopted Professional Teaching Standards Board Standards for the Wyoming Approved Teacher Preparation Program.
(B) Standard II. The institution shall provide a program design: (1) relating the competencies (cited in Standard I above) to modules, sub-courses or courses; (2) listing the learning activities involved; and (3) specifying the assessment techniques used to verify the attainment of these competencies.
(C) Standard III. To determine program effectiveness, the institution shall formally assess follow-up data to determine the relationship between "exit" competencies and initial professional role performance. Such assessment should be the basis for continuous program development.
(D) Standard IV. The institution's performance in the developing and verifying of a candidate's role competency and in collecting and using follow-up data shall be determined by an on-site evaluation team appointed by the Professional Teaching Standards Board.
(lxxxix) Additional Endorsements.
(A) Native Language Endorsement.
(I) Arapahoe or Shoshoni. This endorsement is granted in compliance with W.S. 21-2-802(a)(ii)(A) and is reserved solely for these languages.
(II) Tribal Council approval. These regulations apply only to Arapahoe and Shoshoni Indian Language instructors who have been approved by a committee of the Tribal Council which determines the applicant's proficiency and capability for teaching the language.
(1.) A two-year certificate may be issued to an applicant who has:
a. been approved by the Tribal Council Committee; or b. been employed by a school district to teach the Arapahoe or Shoshoni Language.
(2.) The certificate may be renewed by an applicant who:
a. receives the Tribal Council Committee's approval to renew; and b. is employed by a school district for the purpose of teaching the Arapahoe or Shoshoni Language.
(B) Aviation. The applicant shall satisfy all general regulations for eligibility and teacher certification. The applicant must hold a valid pilot's license.
(C) Cooperative Vocational Education. The applicant shall satisfy all general regulations for eligibility and teacher certification. A vocational teaching endorsement is required for eligibility. College credit in each of the following areas is required:
(I) Principles and Philosophy of Cooperative Education;
(II) Vocational-Occupational Administration or Educational Administration or Personnel Management;
(III) Techniques of Cooperative Programming.
The applicant must complete two (2) years of verified work experience outside the field of education.
(D) Trade and Industrial Education Endorsements. The applicant shall satisfy all general regulations for eligibility and teacher certification. A certificate may be endorsed for teaching specialized vocational trade and industrial subjects such as auto or diesel mechanics, machine shop, welding, specific subjects in the building trades identified with industry, and health occupations and similar subjects which are now or may be recognized by the Professional Teaching Standards Board. Individuals applying for endorsement(s) in trade and industrial education subjects shall furnish evidence from previous employers substantiating work experience and craft competency. The applicant shall hold a bachelor's degree with a major in trade or industrial education. The applicant must complete two (2) years of verified work experience as a wage earner beyond the learning period recognized by the occupation.
(E) Institutions/Private Residential Facility School Director of Education Endorsement
(I) Valid and current standard teaching certificate.
(II) Employed by a Wyoming Institution; Private School Facility.
(III) Verification of knowledge, skills and competencies as follows:
(1.) Knowledge and skills to interpret rules and regulations, ie. Federal, State Special Education rules and regulations.
(2.) Knowledge and competencies in developing and implementing Individual Educational Plans (IEP), including transition, vocational and related services.
(3.) Ability to develop and remediate curriculum and concepts to meet individual needs.
(4.) Demonstrated competencies in staff evaluation and supervision.
(5.) Demonstrated competencies in behavior management.
(F) Institutions/Private Residential Facility School Regular Education Teacher Endorsement
(I) Valid and current standard teaching certificate (II) Employed by a Wyoming Institutional/Private Facility School
(III) Staff development plan submitted to and approved by the Professional Teaching Standards Board meeting outlined knowledge, skills and competencies as follows:
(1.) The plan shall require development of knowledge and competency of dealing with special education students.
(2.) The plan shall require development of knowledge and competency in developing and implementing Individual Educational Plans (IEP).
(3.) The plan shall require the ability to develop and remediate curriculum and concepts to meet individual student needs.
(4.) The plan shall require demonstration of competencies in communication and interpersonal skills specific to the student population and agency setting.
(5.) The plan shall require competencies in working with behavior management specific to the student population and agency setting.
The individual can add this endorsement to their standard certificate and function as a teacher of the educational program for a five year period. Renewal of this endorsement is dependent on completion of the staff development plan and 1 and 2 above.
Following completion of the initial five year period and first renewal this endorsement can be renewed by the same criteria as a standard renewal.
(G) Transitional Endorsement. A Transitional Endorsement is a one (1) year endorsement which allows the applicant to function in an assignment for which the applicant meets at least two-thirds (2/3) of the competencies, skills, and knowledge of the approved program.
(I) Eligibility. An individual who holds a valid Standard Teaching Certificate and has accepted a vacant position in a Wyoming school district for which he/she presently does not qualify must apply for a Transitional Endorsement.
(II) Application Procedure. An individual is to make the request through an application for a Transitional Endorsement. This application must include:
(1.) Vacancy Exists. The local superintendent's or building supervisor's signature indicating that a vacant position exists;
(2.) Verification of 2/3 Requirement. Verification from an institution of higher learning that the applicant has met two-thirds (2/3) of that institution's training requirements and identifying the remaining program deficiencies;
(3.) Plan For Completion. A plan which identifies how the applicant intends to complete the program deficiencies on a year by year basis over a three (3) year period.
(III) Requirements. A Transitional Endorsement is issued for a single school year and is renewable for a total of two (2) consecutive school years based upon demonstrated progress in an annual report filed with the Department.
(IV) Progress Report. A progress report is required from an institution of higher learning each year which indicates annual progress toward reducing the training program deficiencies, the applicant's updated plan, and an application with the local superintendent's or building supervisor's signature indicating the second or third year's assignment to the position for which the Transitional Endorsement was issued initially.
(H) Transitional Certificate Under Transcript Analysis. Individuals who hold a valid Standard or Education Specialist Certificate and who have been offered and have accepted, contingent upon acquiring the Transitional Certificate, a vacant position for which they presently do not qualify, must apply for a Transitional Certificate. Individuals applying for a Transitional Certificate in an instructional area must have completed a teacher preparation program.
The Transitional Certificate may not be used for the school psychologist (k-12) endorsement.
Individuals are to make the request through an application for a Transitional Certificate, to include the superintendent's or building supervisor's signature, indicating that a position exists; transcripts certifying the applicant has met two-thirds (2/3) of the endorsement requirements; and a plan which identifies how the applicant intends to complete the endorsement deficiencies.
Applicants shall be limited to one Transitional Certificate at any one time. Transitional Certificates are issued for a single school year and may be renewed for two consecutive school years based upon demonstrated progress in an annual report filed with the Department. The following conditions of the certificate shall be met or the certificate will not be issued or renewed:
(I) At least two-thirds (2/3) of the training program requirements stipulated for the endorsement must be met before the applicant can work in the newly assigned area.
(II) The annual progress report is to include transcripts of work completed, the applicant's updated plan, and an application with the superintendent's or building supervisor's signature, indicating the second or third year's assignment to the position for which the Transitional Certificate was issued initially. The Transitional Certificate shall be limited to one endorsement area at a time.
Section 10. Permits. A permit is granted for a specific function in the public schools. It is granted for a specified period of time, and permits may be renewed.
(a) School Nurse Permit. The applicant is authorized to function as a school nurse.
(i) Licensed. The applicant must be licensed a registered professional nurse (RN) by the Wyoming State Board of Nursing.
(ii) Institutional Recommendation. The applicant must have an institutional recommendation from an institution of higher learning which offers a registered nurse program.
(iii) Allowable Activities. The applicant is authorized to provide health service to students, to provide instruction under the direct supervision of a certified teacher.
(iv) Period of Validity. A permit will be granted for a period of five (5) years.
(v) Renewal Requirements. The school nurse permit may be renewed with completion of five (5) semester hours of credit and/or equivalent or continuing education units (CEU's).
(vi) A standard certificate may be granted when proof of National Association of School Nurses certification or an advanced degree in nursing or health education is verified.
(b) Classroom Substitute Permit. The permit holder is allowed to serve in the place of the regular classroom teacher.
(i) In order to be certified as a classroom substitute, an applicant must have completed a minimum of sixty-five (65) semester hours at an accredited institution of higher learning
OR
(ii) Possess a high school diploma and:
(A) Complete twenty-four (24) clock hours of inservice to assure competency in:
(I) Age level communication skills;
(II) Use and application of lesson plans;
(III) Use of instructional technology; and
(IV) Professional attitudes, behaviors, etc.
(B) Spend ten (10) clock hours observing in a classroom in each level he/she wishes to serve as a classroom substitute. A permit holder must complete thirty (30) clock hours to qualify for service at the elementary, junior high/middle, and high school areas.
(iii) Experience. No experience is required.
(iv) Limitations. A Classroom Substitute Permit holder is permitted to teach a maximum of forty-five (45) consecutive days in any one teaching assignment per school semester during the absence of a regularly certified and employed teacher. The forty-five (45) days may begin with the first day of school.
(v) Period Of Validity. The Classroom Substitute Permit is valid for up to five (5) years and may be renewed by completion of five (5) semester hours of approved staff development work.
(c) Trade and Technical Education Instructor Permit. The regulations for this option apply only to instructors of trade and technical education subjects. Degrees are required for occupational teachers of Agriculture, Business Education, Distributive Education, Home Economics, and Industrial Education.
(i) The applicant must hold a high school diploma or its equivalent. The applicant is required to have a minimum of two (2) years work experience beyond the learning period recognized by the occupation.
(ii) The applicant is required to hold a valid license when one is required by state or federal statutes for the occupational specialty.
(iii) The applicant must submit a plan for continued professional advancement with sixty (60) semester hours or more of undergraduate work within ten (10) years.
(iv) The applicant must complete two (2) semester hours of a prescribed pre-service program. The applicant must be approved by the Professional Teaching Standards Board or their designee.
(v) The validity of the permit is dependent upon: Acquisition of a minimum of four (4) semester hours each year toward completion of sixty (60) semester hours or more, with the approval of the administrators, through on-campus or extension courses. Demonstrated professional growth and competence on an annual basis.
(d) Athletic Coaching Permit for Non-Certified Individuals. The permit holder is allowed to serve as an assistant athletic coach or a head athletic coach.
(i) In order to qualify for an Athletic Coaching Permit, the applicant must hold a high school diploma.
(ii) Have successfully completed a Prevention and Care of Athletic Injury class taught by an NATA (National Athletic Trainers Association) certified trainer, equivalent to a two (2) hour credit course taught at a college or university.
(iii) Have successfully completed a first aid class that includes cardiopulmonary resuscitation (CPR) training as part of the class. One of the following classes meets this requirement:
(A) First aid class at a college or university with an approved program for athletic coaches;
(B) Red Cross First Aid Class;
(C) American Athletic Coaching Effectiveness Program (ACEP)/National Federation of Interscholastic Athletic Coaching Education Program (NFICEP) Sport First Aid Class.
(iv) Have successfully completed one of the following:
(A) Scientific foundations of athletic coaching class at a college or university with a program approved for athletic coaches;
(B) NFICEP athletic coaching education sport science course;
(C) ACEP athletic coaching education sport science course; Program for Athletic Coaches' Education (PACE) athletic coaching education course;
(D) A passing score on the National High School Athletic Coaches Certification Examination. This information must be submitted to the Professional Teaching Standards Board by the Columbia Assessment Services.
(v) Meet one of the following requirements:
(A) Document one year of successful athletic coaching experience with middle school/junior high or high school age students in the appropriate sport under the supervision of a Professional Teaching Standards Board certificate holder endorsed for athletic coach. This must be documented by having a positive letter of recommendation sent by his/her athletic coaching supervisor. The letter must address how this individual meets the skills, competencies, and knowledge as required under the Program Approval Standards for athletic coaching. This experience can be documented through involvement in a middle/junior high or high school setting, or youth community agency outside of public education.
(B) Successfully completed a sport specific techniques and tactics course from NFICEP or ACEP in the appropriate sport.
(C) Successfully completed a methods course (techniques and tactics) for the appropriate sport from a college or university.
(e) Requirements for a Non-Certified Head Coach Permit. Applicants who do not have a certificate must meet the following requirements to be issued a head athletic coach permit:
(i) In order to qualify for an Athletic Coaching Permit, the applicant must hold a high school diploma.
(ii) Have successfully completed a Prevention and Care of Athletic Injury class taught by an NATA (National Athletic Trainers Association) certified trainer, equivalent to a two (2) hour credit course taught at a college or university.
(iii) Have successfully completed a first aid class that includes cardiopulmonary resuscitation (CPR) training as part of the class. One of the following classes meets this requirement:
(A) First aid class at a college or university with an approved program for athletic coaches;
(B) Red Cross First Aid Class;
(C) American Athletic Coaching Effectiveness Program (ACEP)/National Federation of Interscholastic Athletic Coaching Education Program (NFICEP) Sport First Aid Class.
(iv) Have successfully completed one of the following:
(A) Scientific foundations of athletic coaching class at a college or university with a program approved for athletic coaches;
(B) NFICEP athletic coaching education sport science course;
(C) ACEP athletic coaching education sport science course; Program for Athletic Coaches' Education (PACE) athletic coaching education course;
(D) A passing score on the National High School Athletic Coaches Certification Examination. This information must be submitted to the Professional Teaching Standards Board by the Columbia Assessment Services.
(v) Have successfully completed three (3) years of athletic coaching as an assistant athletic coach with a coaching permit;
(vi) Submit a college transcript showing successful completion of the following courses:
(A) General Psychology; (B) Child Growth and Development; (C) Adolescent Psychology; and (D) Foundations of Education.
(vii) Period of Validity. The Athletic Coaching Permit is valid for up to five (5) years and may be renewed with completion of five (5) semester hours of approved staff development work, which must include a refresher course in Prevention and Care of Athletic Injuries and First Aid/CPR.
(f) School Nurse Substitute Permit. The applicant is authorized to function as a substitute school nurse.
(i) Licensed. The school nurse substitute applicant must be licensed as a registered professional nurse (RN) by the Wyoming State Board of Nursing.
(ii) Allowable Activities. The applicant is authorized to provide health service to students, to provide instructional activities as a resource person under the direct supervision of a certified teacher.
(iii) Limitations. A school nurse substitute permit holder is permitted to work as a substitute school nurse for a maximum of forty-five (45) consecutive days in any one nursing assignment per school semester during the absence of a regularly certified and employed school nurse. The forty-five (45) days may begin with the first day of school.
(iv) Period of Validity. The school nurse substitute permit is valid for up to five (5) years and may be renewed by completion of five (5) semester hours of credit and/or equivalent or continuing education units (CEU's).
(g) Temporary Permits. Temporary Permits are issued to allow the applicants to serve in specific assignments in the public schools. Temporary Permits are issued for limited periods of validity and are not renewable, except in special circumstances by Professional Teaching Standards Board action. The following permits may be issued:
(i) Internship permit. An intern must be classified as an upper division or graduate student and be enrolled in an approved professional education program.
(A) Supervision. An intern must be supervised by a certified and endorsed professional on the staff of the cooperating school.
(B) Request. Each local school district wishing to use an intern shall file a request for approval with the Professional Teaching Standards Board.
(C) Period of Validity. An internship permit is valid for up to one (1) school year.
(ii) Temporary Employment Permit. An applicant for this permit must hold a bachelor's degree from an accredited institution of higher learning and must have extensive training and/or experience related to the discipline he/she is to teach.
(A) Limitations. This permit may be issued only when it is demonstrated by the local school district that a properly certified and endorsed teacher who meets local board Standards is not available. The local school district may request this permit no earlier than twenty-one (21) calendar days before certified classroom teachers report for the school year.
(B) Application. The local school district must show evidence of having searched for a properly qualified certified and endorsed teacher in the area requested for temporary employment and validate that such a teacher was not available. The application to be submitted to the Professional Teaching Standards Board must include:
(I) Signed Statement. A signed statement must be submitted to the Professional Teaching Standards Board by the local superintendent and chairman of the local school board that the local school district has conducted its customary search and that no properly certified and endorsed teacher who meets local school board Standards is available.
(II) Plan. A plan, attested to by the local superintendent, must be submitted within thirty (30) calendar days that includes inservice training, monitoring, and supervision by certified personnel and attested to by the local superintendent.
(C) Supervision. The holder of this permit shall be monitored and supervised by certified personnel. W.S. 21-2-802 (a)(ii)(B)
(D) Period of Validity. This permit is issued to the applicant for the current academic year only and is not renewable, except by the Professional Teaching Standards Board.
(iii) Visiting Foreign Teacher Permit. A visiting foreign teacher must be an experienced and certified teacher in his/her native country.
(A) Fluency. A visiting foreign teacher must be able to speak and write the English language fluently.
(B) Period of Validity. A Visiting Foreign Teacher Permit is valid for a period of up to one (1) year.
(a) Renewal Responsibility. It is the responsibility of the certificate or permit holder to acquire the necessary renewal credits during the term of the certificate or permit. This includes credits, or equivalent, needed to remove any previous deficiencies cited on the certificate. Five (5) semester hours of credit and/or equivalent are required to renew the Standard Certificate during the term of the certificate. Five (5) semester hours of credit and/or equivalent are required to renew the Education Specialist Certificate. Ten (10) semester hours of credit and/or equivalent are required to renew the Professional and Professional Education Specialist Certificates during the term of the certificates. The Education Specialist Certificate, Professional Teaching Certificate, and Professional Education Specialist Certificates are certificates issued under the 1988 certification regulations and continue in force when properly renewed. However, no new Education Specialist, Professional Teaching, or Professional Education Specialist certificates will be issued after June 30, 1992.
(b) Renewal Criteria For the Standard Certificate, The Professional Teaching Certificate, The Education Specialist Certificate, The Professional Education Specialist Certificate and Permits. The certificate or permit holder is required to present evidence of participation in one or more of the following professional growth experiences during the term of the certificate:
(i) College or University Academic Preparation. Graduate or undergraduate college or university work from an approved program at an accredited institution of higher learning may be used for renewal.
(ii) Professional Teaching Standards Board Workshops. Successful completion of workshops approved by the Professional Teaching Standards Board for inservice credit may be used to renew a certificate or permit. These workshops will have credit assigned, considering the amount of time spent, the professional content, and the credentials of the instructor.
(iii) National Board For Professional Teaching Standards. Successful completion of requirements for a certificate issued by the National Board for Professional Teaching Standards may be substituted for completion of any credits needed to renew.
(iv) Local Staff Development Program. The Professional Teaching Standards Board shall establish a committee(s) authorized to review and approve local staff development plans. Local staff development programs may be honored by the Professional Teaching Standards Board to renew certificates or permits under the program approval certification system.
(v) Individual Professional Development Program. Certificate or permit holders may submit individual renewal work plans to the Professional Teaching Standards Board. The certificate or permit holder must submit his/her individual professional development plan a minimum of one (1) year before the certificate or permit expires. Work on the individual professional development plan must be completed within six (6) months prior to the expiration date. Professional Teaching Standards Board Appointed Committee.
(A) The Professional Teaching Standards Board shall establish a committee(s) authorized to review and approve professional development plans submitted by certificate or permit holders. Approved individual work plans will be recorded in the certificate or permit holder's file.
(B) Eligibility. Any current holders of a Standard, Education Specialist, Professional Teaching, or Professional Education Specialist Certificate(s) or Permits may participate in professional development experiences to be used toward certificate renewal under an approved individual plan.
(C) Individual Professional Development Work Plans. Individuals must submit the professional development work plan to the Professional Teaching Standards Board. The plan shall include the following information:
(I) The individual's name and social security number;
(II) Proposed activities to be used for renewal purposes based upon professional development goals using the following activities: continued preparation in the individual's subject matter area; formal preparation in another subject matter area; formal preparation in a related subject matter area; formal preparation leading to an advanced degree; formal preparation leading to administrative or pupil personnel assignments; professional knowledge, skill, or competency development that affect student learning outcomes; and local district sponsored staff development activities;
(III) Individual work plans must be submitted for approval or disapproval by the Professional Teaching Standards Board. Submission for prior approval is strongly recommended. Individual work plans may be amended on an as needed basis.
(vi) Professional Growth Credit. Professional Growth Activity as approved by the Professional Teaching Standards Board according to the following procedures:
(A) Professional Growth Committee. The Professional Teaching Standards Board will make recommendations for the renewal of current certificate(s). The Professional Growth Committee shall meet as needed upon call of the Professional Teaching Standards Board Director.
(B) Eligibility. Any holder of a current certificate(s) or permit(s) will be considered, upon application, for professional growth activity credit toward renewal of his/her certificate or permit.
(C) Procedures.
(I) Prior Approval. Prior approval is not required; however, to insure that an activity will qualify for professional growth credit, it is strongly recommended that the applicant request approval from the Professional Growth Committee prior to the date of the proposed activity. Forms may be secured from the Professional Teaching Standards Board. Professional growth credit will not be granted until successful completion of the proposed activity.
(II) Application. Within three (3) months of completion of the professional growth activity, the applicant shall request that the credit be granted. The application form shall be accompanied by a detailed report of the activity. The Professional Growth Committee may also require a personal appearance, additional documents, or other supporting evidence.
(III) Report of Action. After reviewing the application and supporting materials, the Professional Growth Committee shall file a formal report of its action with the Professional Teaching Standards Board and with the applicant.
(vii) Continuing Education Units. Individuals may use their continuing education units (CEU's) utilized to renew another professional license for renewal of their certificate. These CEU's can only be used if the individual is licensed in the State of Wyoming with the appropriate licensing agency. Seven (7) CEU credits are equal to one-half (1/2) renewal credit.
(c) Renewal Criteria For Transitional Endorsement. The holder of a Transitional Endorsement is required to file an annual report which verifies progress in reducing the training program deficiencies identified in the plan for completion filed with the initial application.
(d) Application. It is the responsibility of the certificate holder to apply for renewal of a certificate at or before the date of expiration. Application for renewal may occur six (6) months prior to the date the certificate or permit expires.
(e) Period of Validity of Renewed Certificate.
(i) Standard Teaching Certificate. The renewed Standard Teaching Certificate is valid for a period of up to five (5) years.
(ii) Education Specialist Certificate. The renewed Education Specialist Certificate is valid for a period of up to five (5) years.
(iii) Professional Teaching Certificate. The renewed Professional Teaching Certificate is valid for a period of up to ten (10) years.
(iv) Professional Education Specialist Certificate. The renewed Professional Education Specialist Certificate is valid for a period of up to ten (10) years.
(v) Transitional Endorsement. The renewed Transitional Endorsement is valid for a period of one (1) year at a time, for a maximum of two (2) renewals.
Section 12. Effective Date of Rules and Regulations. Unless otherwise indicated in the regulations, any changes in these regulations, promulgated by the Professional Teaching Standards Board pursuant to the Wyoming Administrative Procedures Act (W.S. 16-3-101 through 16-3-115, and W. S. 21-2-801 and 21-2-802, are effective upon the date filed with the Secretary of State.
Section 13. Professional Teaching Standards Board Operations.
(a) Purpose
(i) The purpose of the Professional Teaching Standards Board (PTSB) shall be to promulgate rules and regulations for Wyoming Certification.
(ii) The Professional Teaching Standards Board shall be responsible for policies and Standards relating to the following:
(A) certification of professional and para-professional personnel;
(B) revocation, suspension or disciplinary action of certificates and permits;
(C) waiver of certification requirements;
(D) trends relating to the preparation programs, supply/demand within the profession, and other certification concerns;
(E) approval of higher education teacher preparation programs
(b) Membership. Members of the Board will be appointed by the State Superintendent of Public Instruction. Appointments will be selected from a list, submitted by the respective organizations, of at least four (4) candidates for each position.
(c) Officers. The officers of the PTSB shall be a Chairperson and a Vice-Chairperson, Secretary/Treasurer and Parliamentarian who shall be elected annually from its membership. Election of officers shall take place at the first meeting following the first day of March of each calendar year. Terms are to start at the next scheduled meeting following the election. Officers may serve no more than two consecutive terms in the same office.
(d) Meetings. The Professional Teaching Standards Board shall meet at least four times per calendar year. A majority of the number of voting members shall constitute a quorum for the transaction of business. Meetings will be conducted according to Roberts Rules of Order.
(e) Certification Standards Review and Development.
(i) The Professional Teaching Standards Board shall review the certification Standards on a rotating basis with each Standard being reviewed at least once every five years.
(ii) Those certified under the rules and regulations of the Professional Teaching Standards Board may request the review of any endorsement area or program Standards change by making the request directly to the Professional Teaching Standards Board. The Professional Teaching Standards Board must review the request and notify the initiator of the request of action taken.
(f) W.S. 21-2-802(d) grants the Professional Teaching Standards Board authority to set reasonable fees for application and issuance of certification.