CHAPTER Ed 500 CREDENTIAL STANDARDS FOR EDUCATIONAL PERSONNEL

Statutory Authority: RSA 21-N:9,II(s); 186:8, II; 186:11, X; 189:39

REVISION NOTE:

Document #13999 readopted with amendment Part Ed 501 titled “Purpose and Definitions”, Ed 510.05 titled “Duty to Report”, and Part Ed 511 titled “Denial, Investigations and Disciplinary Proceedings.”

In Part Ed 501 the amendments included the division of the former Ed 501.02 titled “Definitions” into 2 rules—Ed 501.02 titled “Definitions A-H” and Ed 501.03 titled “Definitions I-Z.” The former Ed 501.02(a) through (y) became Ed 501.02 containing paragraphs (a) through (ab), and the former Ed 501.02(z) through (ap) became paragraphs (a) through (u) in the new Ed 501.03.

The prior filings affecting the former Ed 501.02 included the following documents:

#6349, eff 10-5-96

#7923, eff 7-24-03

#8194, eff 10-26-04

#8661, EMERGENCY RULE, eff 6-14-06

#8698, REPEAL OF EMERGENCY RULE, eff 8-3-06

#8700, INTERIM, eff 8-3-06

#8770, eff 12-9-06

#10558, eff 3-27-14

#12661, eff 11-9-18

#13100, eff 10-5-20

#13655, eff 7-1-23

In Part Ed 511 the amendments also included the division of the former Ed 511.01 titled “Complaints, Cases and Investigations” into 2 rules—Ed 511.01 titled “Complaints, Costs, and Investigations” and Ed 511.02 titled “Post-Investigation Procedures. The former Ed 511.01(a) through (i) became Ed 511.01 containing paragraphs (a) through (j), and the former Ed 511.01(j) through (o) became paragraphs (a) through (f) in the new Ed 511.02. This action necessitated the renumbering of subsequent rules in Part Ed 511 as indicated in the source notes.

The prior filings affecting the former Ed 511.01 included Document #12661, eff 11-9-18 (See Revision Note at part heading for Ed 511).

Document #13999 also inserted a new rule Ed 511.07 titled “Request for Early Reinstatement.”

PART Ed 501  PURPOSE AND DEFINITIONS

Ed 501.01  Purpose.  The rules of this part implement the statutory responsibilities of the New Hampshire board of education to:

(a)  Develop and administer credential standards for educational personnel;

(b)  Develop continuing professional education requirements and prerequisites for the renewal or reinstatement of educator licenses;

(c)  Develop and administer a code of conduct for all credential holders and to inform members of the public of the code of conduct applicable to credential holders;

(d)  Specify unprofessional conduct which justifies disciplinary sanctions against credential holders;

(e) Set forth the department’s procedures and processes as it pertains to reviewing and assessing complaints, cases, and investigations; and

(f)  Provide oversight of adjudicatory proceedings required for discipline of credential holders while providing such with fair hearing practices and rights of appeal.

Source. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8194, eff 10-26-04, EXPIRED: 10-26-12

New. #10558, eff 3-27-14; ss by #12661, eff 11-9-18; ss by #13100, eff 10-5-20; ss by #13999, eff 6-14-24 (see Revision Note at chapter heading for Ed 500)

Ed 501.02  Definitions A - H.  Except where the context makes another meaning manifest, the following words shall have the meanings indicated when used in this chapter:

(a)  “Authorization” means permission for a person to serve in the role of a licensed educator prior to completing the licensure endorsement requirements for that role, or for a temporary period of time established by the document;

(b)  “Board” means the state board of education created by RSA 21-N:10;

(c)  “Bureau” means the bureau of credentialing, division of educator support and higher education, department of education;

(d) “Case” means a complaint or report has been reviewed by the department and determined that the allegation within the complaint involves a credential holder and a possible violation of the educator code of conduct and might warrant an investigation;

(e) “Clearance” means a document issued to bus drivers and candidates enrolled in a professional educator preparation program (PEPP) which reflects that the criminal history record check was completed pursuant to RSA 189:13-b and RSA 189:13-c, and none of the violations in RSA 189:13-a, V were found;

(f)  “Certificate” means the electronic or paper form of any type of credential issued by the board;

(g) “Code of conduct” means the code of conduct for credential holders as outlined in Ed 510.01-Ed 510.05;

(h)  “College-level course” means a course of at least 3 credit hours from an institution of higher education accredited by a regional accrediting body approved by the U.S. Department of Education;

(i)  “Commissioner” means the commissioner, department of education;

(j) “Complaint” means information that has come to the attention of the department either through direct reporting or other means and alleges possible educator misconduct as defined by the educator code of conduct. The term also includes “report”;

(k)  “Credential” means any authorization, statement, or license issued by the state board including, but not limited to, beginning educator license (BEL), experienced educator license (EEL), in process of licensure authorization (IPLA), intern authorization (IA), statement of eligibility (SOE), educational interpreter and transliterator license (EITL), paraeducator I and II license (PARA I & PARA II), school nurse I, II, and III license (SN I, SN II, and SN III), and master teacher license (MTL);

(l)  “Credential holder” means any individual who holds a credential, as defined in Ed 501.02(k);

(m)  “Credential verification request” means a request from a credential holder to fulfill a request for verification of a New Hampshire credential;

(n)  “Career and technical education principal” means the individual who serves as the administrative and instructional leader of a career and technical education school;

(o)  “Curriculum administrator” means the individual, other than the superintendent, who is responsible for the oversight of the entire curriculum, instruction, and assessment program of a school district or school administrative unit (SAU);

(p)  “Degree” means a degree from an institution accredited by a regional accrediting body approved by the U.S. Department of Education;

(q)  “Denial” means the refusal to grant a credential to an applicant;

(r)  “Department” means the New Hampshire department of education;

(s)  “Director” means the director, division of educator support and higher education, department of education;

(t)  “District administrator” means the senior educational official of a school district or SAU with 400 or fewer total school-age enrollments and with no more than 2 public schools who provides the superintendent services identified in RSA 194-C:4 and Ed 302;

(u)  “Division” means the division of educator support and higher education, department of education;

(v)  “Education administrator” means a person who provides building-, district-, or SAU-level administrative services at the pre-K, elementary, or secondary level including a superintendent, assistant superintendent, principal, assistant principal, special education administrator, curriculum administrator, career and technical education principal, and district administrator, as outlined in Ed 506;

(w)  “Educational interpreter and transliterator” means a person licensed by the board who facilitates communication between individuals who are deaf or hard of hearing, or who use signed language as a primary mode of communication, and individuals who are hearing;

(x)  “Educational organization” means a public school, an SAU, a school district, a chartered public school, public academy, or a nonpublic school;

(y)  “Educational specialist” means a person who provides non-instructional services, or provides specialized instructional services outside of the classroom, to students at the pre-K, elementary, or secondary level including a  library media specialist, school counselor, school counseling director, school nurse, school psychologist, school social worker, and specialist in assessment of intellectual functioning;

(z)  “Educator” means education administrators, educational specialists, instructional specialists, teachers, paraeducators, educational interpreter and transliterator, and school nurses;

(aa)  “Endorsement” means the area specified on a credential that indicates the role for which the credential holder is authorized for employment; and

(ab)  “Experience” means full-time employment in a specific educator role, or equivalent to full-time, and does not include time in a role requiring a credential if the educator did not hold the required credential.

Source. (See Revision Note at chapter heading for Ed 500) #13999, eff 6-14-24 (formerly Ed 501.02(a)-(y)):

Ed 501.03  Definitions I - Z.  Except where the context makes another meaning manifest, the following words shall have the meanings indicated when used in this chapter:

(a)  “Instructional specialist” means a person who provides specialized instructional support to teachers and others who provide direct instruction to children at the pre-K, elementary, or secondary level, including reading and writing specialist, digital learning specialist, and elementary mathematics specialist for grades K-6;

(b)  “In process of licensure authorization (IPLA)” means the authorization issued by the bureau to a school district or SAU to employ a non-credentialed educator who is in the process of licensure to fill a vacancy as specified in Ed 504.05;

(c)  “Intern authorization” means the authorization granted to an applicant pursuant to Ed 504.03 to perform educational services while working under a bureau approved development plan as outlined in Ed 505.06;

(d) “Investigation” means that the department has credible evidence to support and is conducting an official inquiry to determine whether a violation of the educator code of conduct has occurred;

(e)  “License” means the document issued when an applicant meets full licensure requirements;

(f)  “Licensure” means the official recognition by the board that an individual has met all requirements and is approved to practice in an endorsement area(s);

(g) “Nonrenewal” means the department has prohibited an educator whose credential has expired from renewing any credentials or applying for any new credentials, to satisfy or complete a disciplinary action;

(h)  “Paraeducator” means a person who works under the supervision of a teacher or other appropriate licensed education professional to provide specialized or concentrated non-initial instructional support to students at the pre-, elementary, or secondary level and may be licensed by the board;

(i) “Principal” means the individual who serves as the administrative and instructional leader of a school;

(j)  “Reprimand” means a note related to conduct in the file of a credential holder, which does not rise to the level of a suspension or revocation of a credential, which can be used in the event of a subsequent investigation;

(k)  “Revocation” means the department has permanently rescinded a credential from a credential holder or clearance holder;

(l) “School nurse” means a licensed nurse holding a board-issued credential to provide health services in accordance with RSA 200:29;

(m)  “Senior educational official” means the top executive in an educational organization who makes the key decisions on spending, staffing, and other education policies;  

(n)  “Special education administrator” means the individual who is responsible for oversight of the entire special education staff and program at the district or SAU level;

(o)  “State” means any state of the U.S., the District of Columbia, the Commonwealth of Puerto Rico, a Trust Territory of the Pacific Islands, or any territory or possession of the U.S. The term also includes the US. Department of Defense Education Activity (DODEA);

(p)  “Statement of eligibility (SOE)” means a credential issued by the department that indicates that an individual has successfully met the entry requirements to seek employment and begin the site-based licensing plan described in Ed 505.06;

(q) “Superintendent” means the individual serving in the role of executive officer of the local school district(s) within the SAU and providing superintendent services as outlined in RSA 194-C:4 and Ed 302;

(r) “Surrender” means when a credential holder offers to voluntarily give up the possession of a credential;

(s)  “Suspension” means the department has rescinded a credential from a credential holder for a specified period of time;

(t)  “Student” means an individual who is enrolled or participating in any class or program from preschool through grade 12, or any “adult student” as specified in Ed 1102.01(f), at any school or education institution except as otherwise noted in these rules; and

(u)  “Teacher” means a person who plans, provides, and assesses direct instruction to children at the pre-K, elementary, or secondary level in a content area specified in Ed 507. “Teacher” does not include paraeducator.

Source. (See Revision Note at chapter heading for Ed 500) #13999, eff 6-14-24 (formerly Ed 501.02(z)-(ap))

PART Ed 502 PUBLIC INFORMATION

Ed 502.01 Confidentiality of Credentialing Records.

(a) Pursuant to RSA 91-A:5, V, the following limited credential status information shall be available to the general public, upon written or verbal request:

(1) The name of the credential holder;

(2) The individual's current credential status, including type of credential, expiration date of credential, and all endorsements;

(3) The individual's suspension, if applicable, including effective dates of each suspension period, reason for the suspension, and revocation, if applicable; and

(4) The school, if known or stated, where the credential holder is currently employed.

(b) The provisions of this section shall not require the release of information related to:

(1) Informal or formal investigations; or

(2) Board or hearing officer records from adjudicatory proceedings involving the credential holder when such adjudicatory proceeding is not open to the public in accordance with Ed 200.

(c) The complete record of a credential holder shall be released by the division upon written request to the following:

(1) A party in an adjudicatory proceeding when:

a. The credential holder is a party to the proceeding; and

b. The credential holder’s credential record is relevant to the proceeding;

(2) A law enforcement agency when the agency is conducting a criminal investigation of the credential holder;

(3) A certifying agency of another jurisdiction for:

a. Purposes of credentialing the credential holder in the other jurisdiction; or

b. An investigation of the credential holder by the other jurisdiction, when:

1. The credential holder was the subject of a formal investigation under Ed 511; or

2. Disciplinary action was taken against the credential holder by the board under Ed 511;

(4) Board investigators or prosecutors; or

(5) Persons to whom the credential holder has given a release.

(d) The bureau shall report:

(1) Any suspension or revocation to the credential holder’s current senior educational official in N.H. and The National Association of State Directors of Teacher Education and Certification (NASDTEC) educator identification clearing house; and

(2) Any reprimand to the credential holder’s current superintendent of school in N.H.;

(e) The department shall maintain a list of all credential holders whose credentials have been revoked or who are under suspension, and such list shall be published on the department’s website.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90, EXPIRED 6-25-96

New. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8229, eff 12-17-04, EXPIRED: 12-17-12

New. #10558, eff 3-27-14; ss by #12661, eff 11-9-18; ss by #13100, eff 10-5-20

Ed 502.02 Access to Records. Any member of the general public may make a request either verbally, in writing, or by e-mail to the department for access to records listed in Ed 502.01(a).

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; amd by #5288, eff 11-27-91; ss by #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8229, eff 12-17-04, EXPIRED: 12-17-12

New. #10558, eff 3-27-14; ss by #13100, eff 10-5-20

Ed 502.03 Custodian of Records.

(a) All records regarding educators or educational personnel credentials shall be maintained by the bureau while the credential is valid.

(b) Educator or educational personnel records which are no longer valid shall be maintained by the bureau.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8229, eff 12-17-04, EXPIRED: 12-17-12

New. #10558, eff 3-27-14; ss by #13100, eff 10-5-20

PART Ed 503 REQUIREMENT FOR EMPLOYMENT

Ed 503.01 Requirement for Employment.

(a) For the purposes of this section, “minor assignment” means the portion of an individual’s teaching assignment being taught in a content area in which the individual does not hold a license.

(b)  A non-credentialed substitute teacher or school nurse may be hired for up to 20 consecutive days in the same position without holding a New Hampshire educator credential issued by the state board, after which time the individual shall be required to hold a credential or a one-year certificate of eligibility pursuant to RSA 189:39-b.

(c)  Employees hired for positions requiring a license by the state board shall hold a valid board-issued credential in the endorsement area appropriate to the employee’s assigned position, unless they are assigned by a superintendent as outlined in (d) below.

(d) A superintendent or senior educational official shall determine whether a teacher or administrator has sufficient knowledge in a content area to teach a minor assignment, so long as the minor assignment adheres to the following:

(1) The total of all minor assignments shall be less than 50 percent of the individual’s weekly instructional and administrator responsibilities;

(2) Minor assignments shall be reviewed by the superintendent on an annual basis to ensure that the individual has the appropriate level of content knowledge;

(3) No teacher or administrator shall be assigned to a minor assignment role that requires a degree level the individual does not currently hold; and

(4) Only an educator holding a current and valid administrator or teacher endorsement shall be given a minor assignment in a teacher role.

(e) No teacher or administrator shall be assigned an unlicensed minor assignment in the following:

(1) Any licensed special education role; and

(2) Any licensed English for speakers of other languages (ESOL) education role.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8194, eff 10-26-04, EXPIRED: 10-26-12

New. #10558, eff 3-27-14; ss by #13100, eff 10-5-20; ss by #14109, eff 11-16-24

Ed 503.02 Sanctions for Employment Without a Valid Credential.

(a) The board shall revoke the credential of a superintendent who knowingly employs or continues the active employment of an individual who does not hold a valid New Hampshire credential provided the board determines that the superintendent took such action knowingly based on findings of fact or conclusions of law established in accordance with due process rights in Ed 200.

(b) All fair hearings and notice provisions of Ed 511 shall be met prior to revocation of the superintendent's credential.

(c) The superintendent shall remove an individual who knowingly continues employment after the expiration of a New Hampshire credential until such time as the educator obtains a New Hampshire credential pursuant to these rules.

(d) This section shall not apply to any individual who has filed a timely application for license renewal pursuant to Ed 509.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; rpld by #4851, eff 6-25-90

New. #6349, eff 10-5-96; ss by #7923, eff 7-24-03, EXPIRED: 7-24-11

New. #10558, eff 3-27-14; ss by #13100, eff 10-5-20 (formerly Ed 503.03)

PART Ed 504 PROFESSIONAL CREDENTIALS

Ed 504.01 Beginning Educator License.

(a) To qualify for a beginning educator license, an individual shall meet the qualifications for a license specified in Ed 505 and either:

(1) Have less than 3 years of educator experience; or

(2) Have more than 3 years of educator experience but does not meet the requirements for an experienced educator license pursuant to Ed 504.02.

(b) Beginning educator licenses shall be issued for 3 years and renewed pursuant to Ed 509.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96; amd by #7923, eff 7-24-03; paragraphs (a)-(d) EXPIRED: 10-5-04; ss by #8229, eff 12-17-04, EXPIRED: 12-17-12

New. #10506, eff 1-17-14; ss by #13100, eff 10-5-20

Ed 504.02 Experienced Educator License.

(a) To qualify for an experienced educator license an individual shall:

(1) Have at least 3 years of full-time or full-time equivalent educator experience;

(2) Have been deemed effective or above according to the local evaluation system for 2 consecutive years; and

(3) Have successfully completed a renewal cycle pursuant to Ed 509 and the state or local professional development master plan as determined by the senior educational official.

(b) Experienced educator licenses shall be issued for 3 years and renewed pursuant to Ed 509.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96; ss by #7923, eff 7-24-03, EXPIRED: 7-24-11

New. #10506, eff 1-17-14; ss by #13100, eff 10-5-20

Ed 504.03 Intern Authorization.

(a) To qualify for an intern authorization an individual shall complete the application required in Ed 505 and be currently employed in a New Hampshire school under a valid statement of eligibility;

(b) Intern authorizations shall be granted under Ed 505.09(f) for the duration of the site-based licensing plan.

Source. #6349, eff 10-5-96; ss by #7923, eff 7-24-03, EXPIRED: 7-24-11

New. #10506, eff 1-17-14; ss by #13100, eff 10-5-20

Ed 504.031 Master Teacher Certificate.

Source. #7923, eff 7-24-03; amd by #8194, eff 10-26-04; amd by #8229, eff 12-17-04, EXPIRED: 12-17-12

Ed 504.04 RESERVED

Source. #6349, eff 10-5-96; ss by #7923, eff 7-24-03, EXPIRED: 7-24-11

New. #10506, eff 1-17-14; ss by #12661, eff 11-9-1; ss by #13100, eff 10-5-20; rpld by #14022, eff 7-12-24

Ed 504.05 In Process of Licensure Authorization (IPLA).

(a) The senior educational official shall complete and file an “In Process of Licensure Authorization Request (IPLA)” form, January 2020 with the bureau.

(b) The bureau shall approve such filing, if the bureau finds that the applicant who is the subject of the IPLA request:

(1) Is in the process of licensure;

(2) Has submitted a completed application for licensure as outlined in Ed 505.07(b)(1);

(3) Meets all requirements for licensure except for the testing requirements under Ed 505.01; and

(4) Has paid any applicable fees.

(c) The bureau shall notify the senior educational official that the applicant is authorized under an IPLA for up to the duration of the school year for which the request was made with no renewal offer.

Source. #10506, eff 1-17-14 (from Ed 504.01); ss by #12661, eff 11-9-18 (formerly Ed 504.041) ; ss by #13100, eff 10-5-20

Ed 504.06 Certification as a Paraeducator II. The following shall apply to the certification of a Paraeducator II:

(a) To be certified as a Paraeducator II, an individual shall meet the following entry level requirements relative to education and experience:

(1) Possess a high school degree or HiSET equivalent; and

(2) Meet one of the following requirements:

a. Hold an associates’ degree or a minimum of 48 college credit hours;

b. Demonstrate a passing score on a nationally recognized assessment such as the ParaPro offered by ETS; or

c. Demonstrate a knowledge of and ability to assist in the instruction of reading, writing, and mathematics as evidenced by a formal assessment of a portfolio submitted by the individual, that demonstrates knowledge and skills in each of the following areas:

1. Professionalism;

2. Literacy;

3. Mathematics;

4. Child development; and

5. Individualized instructional strategies; and

(b) The portfolio assessment may be managed by the department and administered by the department, the department’s agents(s), or the local district; and

(c) Qualifications for a Paraeducator II shall include the following skills, competencies, and knowledge to be demonstrated by evidence such as, but not limited to, college course work, documented professional experience, letters of recommendation, professional development hours or CEU’s, and artifacts of professional practice:

(1) As relating to professionalism, the individual shall demonstrate the knowledge of and ability to work under the direct supervision of a certified educator by:

a. Interacting professionally in various and social group settings;

b. Participating in ongoing professional development and self-evaluation;

c. Applying constructive feedback to improve performance;

d. Maintaining confidentiality of information regarding students, staff, and families, and the legal rights and responsibilities of school staff and students;

e. Reflecting on the effects of one’s choices and actions on students, parents and others in the community;

f. Understanding the applicable laws, rules, regulations, and procedural safeguards that must be observed in educational environments;

g. Assisting in maintaining a safe, healthy learning environment that includes following prescribed policy and procedures;

h. Functioning in a manner that demonstrates the ability to use effective problem solving, engage in flexible thinking, employ appropriate conflict management techniques and analyze one’s own personal strengths and preferences;

i. Communicating, following instructions and using problem-solving skills that will enable the individual to work as an effective member of the instructional team;

j. Assisting with maintaining student records including using any technology employed by the district;

k. Seeking help from appropriate sources as necessary; and

l. Supporting the instructional choices made for students;

(2) As relating to knowledge of literacy, the individual shall demonstrate competency at a level equivalent to the second year of college by:

a. Reading and comprehending passages written in English;

b. Identifying key elements in a written passage;

c. Using standard spoken English correctly;

d. Clearly communicating thoughts, ideas, information, and messages in both spoken and written language;

e. Using language, style, organization, and format appropriate to the subject matter, purpose, and audience;

f. Proof reading, editing and revising written works to ensure correct information, appropriate emphasis, form, grammar, spelling usage, and punctuation; and

g. Retrieving information from print and electronic resources;

(3) As relating to instructional skills associated with literacy, the individual shall demonstrate the ability to:

a. Assist students to use study skill strategies;

b. Read aloud to students using appropriate phrasing and inflection;

c. Help students explore literature as a source for understanding their own experience and those of others;

d. Reinforce reading skills in small group or one-on-one settings;

e. Use a variety of technologies, including assistive technologies, to help students develop reading, writing, and learning skills; and

f. Use a variety of strategies to reinforce literacy skills including the essential components of reading and writing;

(4) As relating to knowledge of mathematics, the individual shall demonstrate competency at a level equivalent to the second year of college by:

a. Performing the 4 basic operations of addition, subtraction, multiplication, and division with whole numbers, positive and negative integers, rational and irrational numbers;

b. Demonstrating the ability to estimate mathematical results;

c. Using tables, graphs, diagrams, and charts to obtain or convey quantitative information;

d. Choosing appropriate techniques to approach mathematical problems;

e. Using quantitative data to construct logical explanations for real-world situations;

f. Expressing mathematical ideas and concepts orally and in writing;

g. Understanding the role of chance in the occurrence and prediction of events;

h. Extracting key elements from a word problem and translate the information into accurate mathematical expressions; and

i. Applying mathematical concepts to real life situations;

(5) As relating to instructional skills associated with mathematics, the individual shall demonstrate the ability to:

a. Reinforce mathematical skills presented by the teacher;

b. Assist in the review and evaluation of student work in mathematics;

c. Use technologies to help students create charts, graphs, and projects that express mathematical ideas;

d. Use a variety of technologies, including assistive technologies, to help students learn mathematical concepts and skills;

e. Demonstrate how manipulatives can be used to represent and solve mathematical problems; and

f. Use a variety of instructional strategies to reinforce mathematical skills;

(6) As relating to human development, the individual shall demonstrate understanding of:

a. Developmental stages through which children progress from birth to age 21;

b. Various risk factors that might prohibit or impede typical development;

c. Different learning styles;

d. The influence families have on childhood learning and development;

e. Multiple intelligences;

f. Various personality types; and

g. The existence of a variety of developmental disorders and delays; and

(7) As relating to individualized instructional strategies, the individual shall demonstrate the ability, under the supervision of a professional, to:

a. Implement various approaches to reading, writing, and mathematics;

b. Use strategies and techniques for facilitating the inclusion of individuals with exceptional learning needs into various settings;

c. Prepare and organize materials to support teaching and learning;

d. Implement strategies that promote student independence;

e. Use and adapt a variety of developmentally and age appropriate materials and equipment, including assistive technology, to support student learning;

f. Use a variety of instructional strategies appropriate to unique needs of the student;

g. Respect diversity in cultural heritages, lifestyle, and value systems among children, youth and families when delivering instruction or support;

h. Support and implement a variety of behavior management strategies to create a climate conducive to learning;

i. Monitor and record student learning in a variety of ways, such as but not limited to, observation, conversation, and testing;

j. Use approaches such as but not limited to, modifying the learning environment, implementing district or building behavior programs and implementing individual behavior plans in order to manage individual student behavior;

k. Use strategies that support strengthening appropriate social skills of students;

l. Carry out activities to collect and document objective information about student strengths and needs; and

m. Support and work within a tiered system of instructional services.

Source. #7074, eff 8-30-99; amd by #7923, eff 7-24-03; ss by #8229, eff 12-17-04; ss by #8667, eff 7-1-06, EXPIRED: 7-1-14

New. #12143, eff 3-24-17; renumbered by #12661 (formerly Ed 504.05)

Ed 504.07 Certification as a Paraeducator I.

To be certified as a Paraeducator I, an individual shall possess a high school degree or HiSET equivalent.

Source. #8667, eff 7-1-06, EXPIRED: 7-1-14

New. #12143, eff 3-24-17; renumbered by #12661 (formerly Ed 504.06)

Ed 504.08 School Nurse I.

(a) An applicant for school nurse I shall be currently licensed in New Hampshire as a registered nurse as defined by RSA 326-B:2, X at the associate’s degree level and have 3 years of clinical nursing experience in pediatric nursing or other related nursing areas, including, but not limited to public health, community health, family mental health, emergency, and primary care nursing.

(b)  The applicant shall complete and submit the following items pursuant to Ed 505.08(a):

(1) The form(s) pursuant to Ed 505.08(b) and the attestation pursuant to Ed 505.08(j);  

(2) An official transcript from a registered nursing program approved by the board of nursing;

(3)  A copy of a valid state-issued license as a registered nurse;

(4)  An employment verification letter from current or previous employers which demonstrates 3 years of work experience as required in (a) above; and

(5) Verification of enrollment in a board of nursing approved program to confirm compliance with RSA 200:29, IV.

(c)  A school nurse I shall complete continuing education as outlined in Ed 513.07.

(d) A school nurse I shall comply with the code of conduct outlined in Ed 511.

(e) A school nurse I credential shall be valid for no more than 2 cycles of 3 years each with verification of compliance with (b)(5) above. 

Source. #12418, eff 11-14-17; renumbered by #12661 (formerly Ed 504.07); ss by #13100, eff 10-5-20; ss by #13823, INTERIM, eff 12-15-23, EXPIRED: 6-12-24

New. #14049, eff 8-15-24

Ed 504.09  School Nurse II.

(a)  A school nurse II hired before August 25, 2019, may renew a school nurse II credential if they continue to be employed within the same school district and comply with (c) and (d) below.

(b) If a school nurse II leaves the school district in which they are currently employed, they shall either:

(1) Apply for a school nurse I credential under Ed 504.08; or

(2) Apply for a school nurse III credential under Ed 504.10.

(c)  A school nurse II shall complete continuing education as outlined in Ed 513.07 and follow the renewal procedures outlined in Ed 509.

(d) A school nurse II shall comply with the code of conduct outlined in Ed 510.

Source. #12418, eff 11-14-17; renumbered by #12661 (formerly Ed 504.08; ss by #13100, eff 10-5-20; ss by #13823, INTERIM, eff 12-15-23, EXPIRED: 6-12-24

New. #14049, eff 8-15-24

Ed 504.10  School Nurse III.

(a)  An applicant for school nurse III shall have completed a board of nursing approved registered nursing program at the bachelor’s degree level or higher, be currently licensed in New Hampshire as a registered nurse as defined by RSA 326-B:2, X, and have 3 years current experience in pediatric nursing or other related nursing areas, including, but not limited to public health, community health, family mental health, emergency, and primary care nursing.

(b)  A school nurse holding national certification (NCSN) or out of state certification shall meet the requirements of school nurse III upon evaluation by the bureau of credentialing.

(c)  The applicant shall complete and submit the following items pursuant to Ed 505.08(a):

(1) The form(s) pursuant to Ed 505.08(b) and the attestation pursuant to Ed 505.08(h);

(2)  Employment verification letters from a current or previous employer which outlines 3 years of work experience required in (a) above;

(3)  A copy of a valid state-issued license as a registered nurse at the bachelor’s degree level or higher; and

(4) An official transcript from an accredited college or university showing the successful completion of a BSN or more advanced degree.

(d)  A school nurse III shall complete continuing education as outlined in Ed 513.07 and shall follow the renewal procedures outlined in Ed 509.

(e) A school nurse III shall comply with the code of conduct outlined in Ed 510.

Source. #12418, eff 11-14-17; renumbered by #12661 (formerly Ed 504.09); ss by #13100, eff 10-5-20; ss by #13823, INTERIM, eff 12-15-23, EXPIREd: 6-12-24

New. #14049, eff 8-15-24

Ed 504.11 Educational Interpreter and Transliterator for Children and Youth Ages 3-21 Inclusive.

(a)  For purposes of this section, the following definitions shall apply:

(1)  “Educational interpreter and transliterator” means the professional employee whose job entails the facilitation of communication between individuals who are deaf or hard of hearing, or who use signed language as a primary mode of communication, and individuals who are not fluent in signed language;

(2)  “Interpreting” means the process of accurately conveying information between American Sign Language (ASL) and English; and

(3)  "Transliterating” means accurately conveying a message via visual or tactile manual representations of the English language such as manually coded English, cued speech, Signed English, Signing Exact English (SEE), and oral transliterating.  This process conveys information from one mode, spoken or signed, of English to another mode of English.

(b) To be licensed as an educational interpreter and transliterator for children and youth ages 3 to 21 inclusive, a candidate shall meet the following requirements:

(1)   Hold a minimum of an associate’s degree;

(2)  Receive a passing grade on the Educational Interpreter Performance Assessment Written Test (EIPA-WT); and

(3)  Meet one of the following entry-level requirements relative to education and experience:

a.  Receive a passing score on the New Hampshire state board of education-designated practical examination for educational interpreting or a comparable examination;

b. Hold a current national certification from either National Office of the Registry of Interpreters of the Deaf (RID) or National Association of the Deaf (NAD) of at least level III; or

c.  Educational interpreter licensure from another state.

(c)  A candidate for a license as an educational interpreter and transliterator shall have skills, competencies, and knowledge in the following areas:

(1) Knowledge of and practices of:

a.  Educational interpreting and transliterating; and

b.  Community interpreting and transliterating;

(2)  The ability to identify and appropriately utilize resources that serve students who are deaf or hard of hearing, including:

a.  Services;

b. Programs;

c.  Agencies; and

d. Federal, state, and local organizations;

(3)  The ability to establish an environment allowing for effective interpreting and transliterating in a wide variety of educational settings;

(4)  A knowledge of different modes of communication which shall include, but not be limited to:

a.  American sign language (ASL);

b. Conceptually accurate signed English (CASE);

c.  Pidgin signed English (PSE);

d.  Manually coded English;

e.  Oral;

f.  Cued speech; and

g.  Tactile;

(5)  In the area of the process of interpreting and transliterating, the ability to match the child’s communication mode(s) as determined by the Individualized Education Program (IEP) team specified in Ed 1109.03 or the 504 team;

(6)  In the area of the professional roles, responsibilities, and practices: 

a.  Knowledge of the Americans with Disability Act (ADA), the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and state statutes and regulations that pertain to students who are deaf and hard of hearing and how they are applied;

b.  Knowledge of state child protection laws and school policies regarding how to report child abuse or neglect and explain the appropriate protocol to follow the statutes and regulations;

c.  Knowledge of American deaf culture and how it is distinguished from general American culture;

d.  Knowledge of the role and responsibilities of an educational interpreter and transliterator in all educational settings, including public forums, for children and youth ages 3 through 21 inclusive; and

e.  Knowledge of hearing loss, cochlear implants, and amplification devices for deaf and hard of hearing children;

(7) In the area of child development:

a. How students learn and develop cognitively, linguistically, socially, ethically, emotionally, and physically; and

b.  How the development of language in deaf students impacts their development cognitively, linguistically, socially, ethically, and emotionally; and

(8)  In the area of IEP and 504 processes in educational settings:

a.  Knowledge of the special education process as specified in Ed 1109, and the 504 process; and

b.  Collaboratively work with other members of the educational team, contributing information about the child’s language including:

1.  Most effective mode(s) of communication;

2.  Use of practical and functional language;

3. Use of social and academic language; and

4. Student’s ability to comprehend interpreted information.

(d)  Candidates shall participate in professional development for both personal growth and school district’s master plan program improvement as specified in Ed 513.04, Ed 513.05, and Ed 513.06.

Source. #7756, eff 9-1-02; amd by #8229, eff 12-17-04; ss by #8844, eff 3-16-07; ss by #10245, eff 12-21-12; renumbered by #12603 (formerly Ed 507.35); ss by #13100, eff 10-5-20 (formerly Ed 507.36); ss by #13656, eff 6-9-23

Ed 504.12  Criminal History Record Check Clearance.

(a)  A criminal history records check clearance shall be required for:

(1) Any individual who seeks employment as a school bus driver; and

(2)  Professional educator preparation program (PEPP) candidates prior to unsupervised placement in a field experience as described in Ed 604.

(b)  Individuals currently employed as a school bus driver shall apply for a criminal history record check clearance no more than 6 months and no less than 60 days prior to the expiration of their current state-issued driver’s license.

(c)  An applicant for a criminal history record check clearance shall submit:

(1)  To the department:

a.  A completed DOE BOC 17 “Criminal History Record Check Clearance” form, April 2024, which includes the certification in Ed 505.08(f) and the attestation in Ed 505.08(h); 

b.  A copy of a valid government-issued identification (ID) including, but not limited to:

1. A driver’s license;

2. A state-issued photo ID;

3. A passport; or

4. A military ID; and

c.  The applicable credentialing fee as required in Ed 505.09; and

(2)  To the department of safety:

a.  A completed department of safety “Criminal History Record Release Form DSSP 382” for SAU employees, along with the fee indicated on the form; or

b. A completed department of safety “Contracted School Transportation Providers Form DSSP 434,” along with the fee indicated on the form.

(d)  A criminal history records check clearance shall not be issued without the department’s receipt of the applicant’s criminal history record.

(e)  A criminal history records check clearance shall be denied to any individual in accordance with Ed 512.01.

(f)  A completed application for criminal history records check clearance shall be reviewed by the background check coordinator, as defined in RSA 21-N:8-a, I-a, in accordance with Ed 505.10(a)-(d).

(g)  A criminal history records check clearance for bus drivers shall be valid:

(1)  For 5 years; or

(2)  Until the background check coordinator of the department:

a.  Receives actual notice of a basis to deny a criminal history records check clearance in accordance with Ed 512.01; and

b.  Provides notice of revocation of the criminal history records check clearance to the bus driver and the New Hampshire department of motor vehicles. 

(h)  A criminal history records check clearance for new bus driver applicants shall be valid for:

(1) The duration of the individual’s current state-issued driver’s license; or

(2) A period not to exceed 5 years from the date of issuance.

(i)  A criminal history records check clearance for PEPP candidates shall be valid for the period established in RSA 189:13-c, II(c).

(j)  Renewal applications for bus drivers shall be submitted no more than 6 months and no less than 60 days prior to the expiration of the criminal history records check clearance or current driver’s license, as applicable, by submission of the requirements enumerated in (c) above.

(k) Renewal applications for PEPP candidates shall be submitted no less than 60 days prior to the expiration of the last criminal history records check clearance, as applicable, by submission of the requirements enumerated in (c) above.

Source. #13167, INTERIM, eff 2-16-21, EXPIRED: 8-15-21

New. #13303, eff 12-10-21; ss by #13374, INTERIM, eff 4-26-22, EXPIRED: 10-23-22

New. #13562, eff 2-22-23; ss by #13960, eff 5-10-24

PART Ed 505 HOW TO OBTAIN A NEW HAMPSHIRE EDUCATOR LICENSE

REVISION NOTE:

Document #13101, effective 10-5-20, readopted with amendment existing rule Ed 514.01 and existing rules within Part Ed 505 and Part Ed 508 and renumbered them as rules in Part Ed 505 as noted below. Document #13101 also repealed Ed 505.08 titled “Code of Conduct Requirements” and changed the heading of Part Ed 505 from “Qualifying Methods for Obtaining a Teaching Credential” to “How to Obtain a New Hampshire Educator License.” The existing rules were renumbered as follows:

Former Rule New Rule

Ed 514.01 Ed 505.01

Ed 505.06 & Ed 505.07 Ed 505.02 & Ed 505.03

Ed 505.01 & Ed 505.02 Ed 505.04

Ed 505.04 Ed 505.05

Ed 505.03 Ed 505.06

Ed 505.06 Ed 505.06

Ed 508.01 Ed 505.07

Ed 508.06 Ed 505.08

Ed 508.02-Ed 508.05 Ed 505.09

Document #13101 replaced all prior filings for rules in the former Part Ed 505 as well as rules Ed 508.01 through Ed 508.06 and Ed 514.01. The prior filings for rules in the former Part Ed 505 included the following documents:

#2055, eff 6-16-82

#2714, eff 5-16-84

#4851, eff 6-25-90, EXPIRED 6-25-96

#6349, eff 10-5-96, EXPIRED 10-5-04

#7923, eff 7-24-03, EXPIRED 7-24-11 for Ed 505.02

#8194, eff 10-26-04

#8667, eff 7-1-06

#8843, eff 3-16-07

#9992, eff 9-16-11, EXPIRED 9-16-19

#10046, eff 12-17-11

#10927, eff 9-10-15

#12813, eff 6-15-19

#12897, INTERIM, eff 10-11-19, EXPIRED 4-8-20

#13022, EMERGENCY, eff 4-9-20

The prior filings for the former rules Ed 508.01 through Ed 508.06 included the following documents:

#2055, eff 6-16-82

#2714, eff 5-16-84

#4256, eff 4-15-87

#4525, eff 11-2-88

#4851, eff 6-25-90

#5669, eff 7-19-93

#6349, eff 10-5-96, EXPIRED 10-5-04

#6822, eff 9-1-98

#7923, eff 7-24-03

#8023, eff 7-1-04

#8229, eff 12-17-04

#8264, eff 1-22-05

#8661, EMERGENCY, eff 6-14-06

#8667, eff 7-1-06

#8698, REPEAL OF EMERGENCY RULE, eff 8-3-06

#8700, INTERIM, eff 8-3-06

#8770, eff 12-9-06

#10362, eff 6-15-13

#12418, eff 11-14-17

The prior filings for the former rule Ed 514.01 included the following documents:

#6823, eff 9-1-98

#7046, eff 7-1-99

#7923, eff 7-24-03, EXPIRED: 7-24-11

#9992, eff 9-16-11

#10667, eff 9-11-14

#12602, eff 8-9-18; renumbered by #12661 (See Revision Note at part heading for Ed 512)

Ed 505.01 Basic Academic Skills and Subject Area Assessment.

(a) Except as described in paragraph (g), each candidate seeking an initial teacher or instructional specialist license under one of the pathways listed below shall pass a basic academic skills assessment, including, but not limited to, the praxis core academic skills for educators administered by Educational Testing Service (ETS) or comparable out of state test as determined by the bureau.

(b) Each candidate seeking licensure in any endorsement area for which the board has adopted a subject assessment test cut score shall pass that subject assessment test, or comparable out of state test as determined by the bureau, to measure the test taker’s knowledge of the specific subject area of a concentration in which the test taker seeks an educator license.

(c) The board shall either:

(1) Adopt the national cut scores for the praxis core academic skills for educators and all subject assessments in accordance with (a) and (b); or

(2) Request that the department conduct a validation study for any subject assessment for reasons including, but not limited to:

a. There is no established national cut score for a given subject area; and

b. To determine, through stakeholder engagement, that the national score accurately reflects NH goals.

(d) Validation studies shall include input from:

(1) The department;

(2) Teacher education institutions; and

(3) New Hampshire teachers with experience as an educator in the test areas.

(e) The entities described in (d)(1)-(3) above shall provide input and recommendations regarding:

(1) Test specifications appropriate for New Hampshire;

(2) Which assessments are appropriate for New Hampshire; and

(3) Passing scores on tests for New Hampshire.

(f) The board shall accept, in lieu of (a) above, performance at or above the 50^th percentile on a nationally-recognized basic academic skills test in the areas of reading, writing, and mathematics, including, but not limited to:

(1) The Scholastic Aptitude Test (SAT) administered by the College Board;

(2) The Graduate Record Examinations (GRE) administered by ETS; and

(3) The ACT administered by ACT.

(g) A candidate for a career and technical education (CTE) specialty area license may substitute the following in lieu of a nationally recognized test of academic proficiency required by (a):

(1) Three years of full-time experience in the area for which the license is sought; and

(2) Current industry-recognized credential approved by the department in a published list of accepted credentials appropriate to the CTE area in which a license is sought.

(h) Candidates shall be responsible for the actual cost of all assessments.

(i) A candidate may take a basic academic skills assessment or the subject area assessment as often as they are administered until the candidate passes the assessment.

Source. (See Revision Note at part heading for Ed 505) #13101, eff 10-5-20

Ed 505.02 General Education Requirements. Each applicant who seeks licensure under Ed 505.05 shall have completed a program providing the following core competencies:

(a) Content competencies in the following areas necessary for college and workforce success:

(1) Language arts;

(2) Reasoning;

(3) Information literacy;

(4) Mathematics;

(5) Sciences; and

(6) Social sciences;

(b) Creative competencies in the following areas:

(1) Creative expression;

(2) Critical thinking;

(3) Innovative and collaborative problem-solving; and

(4) Resourcefulness;

(c) Communication competencies in the following areas:

(1) Languages;

(2) Digital media;

(3) Networking; and

(4) Content creation technologies; and

(d) Cultural competencies in the following areas:

(1) Cultural understanding;

(2) Taking responsibility for self and others;

(3) Adaptability and resilience;

(4) Ability to engage in productive teamwork; and

(5) Social and civic engagement.

Source. (See Revision Note at part heading for Ed 505) #13101, eff 10-5-20

Ed 505.03  Professional Education Requirements for Endorsements in Ed 506 and Ed 507. Four domains of professional education requirements shall encompass the knowledge, skills, and abilities entry-level educators demonstrate prior to being eligible for an educator license with a teacher endorsement in New Hampshire as outlined in Ed 507, as follows:         

(a)  In the area of the learning environment, all educators shall be prepared to establish and maintain safe, effective, organized, and respectful environments for student learning as follows:

(1)  Building respectful relationships with students;

(2)  Implementing clear classroom routines, standards, and procedures that foster positive student-to-student and student-to-teacher interactions;

(3) Maintaining high expectations for learning with appropriate support for the full range of students in the classroom;

(4) Promoting students’ critical and creative thinking, problem solving, and analysis;

(5) Creating learning environments that promote productive student learning, reflect diversity and multiple perspectives, and are culturally responsive; and

(6) Using digital tools and learning technologies, as appropriate, to engage and support students in learning;

(b)  In the area of student learning, be prepared to engage and support all students in learning by:

(1)  Applying knowledge of students, including their prior experiences, interests, culture, language, social emotional learning needs, and socioeconomic backgrounds to involve them in learning;

(2)  Monitoring student learning, adjusting, and differentiating instruction while teaching so students continue to be actively engaged in learning;

(3) Knowing how to access resources within the school and community to support students;

(4) Using strategies to promote active student engagement through inquiry, reflection, and responding to and framing meaningful questions;

(5) Using resources and technologies to ensure accessibility and relevance for all students;

(6) Developing appropriate sequencing of learning experiences and providing multiple means for students to demonstrate knowledge and skills;

(7) Engaging students in generating and evaluating new ideas to develop diverse perspectives, expand their understanding of local and global issues, and create novel approaches to solving problems; and

(8) Providing students with opportunities to apply new learning across time and settings;

(c)  In the area of instructional practices and design, be prepared to implement and assess learning experiences for all students by:

(1)  Locating and applying information about students’ current academic status, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes;

(2)  Integrating technology resources into instructional plans by creating, implementing, and managing digital learnings;

(3)  Designing and implementing instruction and assessment that reflects the interconnectedness of academic content areas;

(4)  Constructing single lessons and sequences of lessons, setting long- and short-term learning goals for students, and assessing and adjusting instruction during a lesson and at the conclusion of lessons;

(5) Facilitating developmentally appropriate and challenging learning experiences based on the unique needs of each learner;

(6) Supporting students’ equitable access to the curriculum by using resources, standards-aligned instructional materials, and evidence-based strategies;

(7) Selecting and designing formative and summative assessments of student learning;

(8) Providing students timely oral and written feedback regarding their learning;

(9) Collecting and analyzing assessment data from multiple measures and sources to plan and modify instruction and document students’ learning over time;

(10) Involving all students in self-assessment and reflection on their learning progress and providing students with skills to revise or reframe their work; and

(11) Using assessment information in a timely manner to assist stakeholders in understanding student progress; and

(d)  In the area of professional responsibility, be prepared to develop as a professional educator by:

(1) Taking responsibility for student learning and classroom management; 

(2)  Engaging in reflective practices for the purpose of continual professional improvement;

(3) Designing learning goals based on appropriate data and engaging in activities which improve practice;

(4) Accessing resources for planning and instruction through collaboration with members of the learning community such as students, parents, families, colleagues, other professionals, and community service members; and

(5) Understanding and enacting professional roles and responsibilities as articulated in the code of conduct outlined in Ed 510.

Source. (See Revision Note at part heading for Ed 505) #13101, eff 10-5-20; ss by #13655, eff 7-1-23

Ed 505.04 Professional Education Requirements for Educational Administrators. Ten domains of professional education requirements shall encompass the knowledge, skills, and abilities experienced educators demonstrate prior to being eligible for a license with an administrator endorsement in New Hampshire as outlined in Ed 506, as follows:

(a) Effective educational leaders shall develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student as follows:

(1) Develop an educational mission for the school to promote the academic success and well-being of each student; 

(2) In collaboration with members of the school and the community and using relevant data, develop and promote a vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote such success; 

(3) Articulate, advocate, and cultivate core values that support the school’s culture and stress the imperative of child-centered education;

(4) Strategically develop, implement, and evaluate actions to achieve the vision for the school; 

(5) Review the school’s mission and vision and adjust them to changing expectations and opportunities for the school, and changing needs and situations of students; 

(6) Facilitate a shared understanding of and commitment to mission, vision, and core values within the school and the community; and

(7) Model and pursue the school’s mission, vision, and core values in all aspects of leadership;

(b) Effective educational leaders shall act ethically and according to professional norms to promote each student’s academic success and well-being as follows:

(1) Act ethically and professionally in personal conduct, relationships with others, decision making, stewardship of the school’s resources, and all aspects of school leadership; 

(2) Act according to and promote the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement; 

(3) Place children at the center of education and accept responsibility for each student’s academic success and well-being; and 

(4) Model and promote ethical and professional behavior among faculty and staff;

(c) Effective educational leaders shall strive for equality of educational opportunity as follows:

(1) Ensure that each student is treated fairly and respectfully;  

(2) Ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success; 

(3) Develop student policies and address student misconduct in a positive, fair, and unbiased manner; and

(4) Model a culture of tolerance and understanding in all aspects of leadership;

(d) Effective educational leaders shall develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being as follows:

(1) Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive; 

(2) Align and focus systems of curriculum, instruction, and assessment within and across grade levels to promote student academic success, love of learning, the identities and habits of learners, and healthy sense of self; 

(3) Promote instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student; 

(4) Ensure instructional practice that is intellectually challenging, authentic to student experiences, recognizes student strengths, and is differentiated and personalized; 

(5) Promote the effective use of technology in the service of teaching and learning; 

(6) Employ valid assessments that are consistent with knowledge of child learning and development and technical standards of measurement; and

(7) Use assessment data appropriately and within technical limitations to monitor student progress and improve instruction;

(e) Effective educational leaders shall cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student as follows:

(1) Build and maintain a safe, caring, and healthy school environment that meets the academic, social, emotional, and physical needs of each student; 

(2) Create and sustain a school environment in which each student is encouraged to be an active and responsible member of the school community; 

(3) Provide coherent systems of academic and social supports, services, extracurricular activities, and accommodations to meet the range of learning needs of each student; 

(4) Promote adult-student, student-peer, and school-community relationships that value and support academic learning and positive social and emotional development; and 

(5) Cultivate and reinforce student engagement in school and positive student conduct; 

(f) Effective educational leaders shall develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being as follows:

(1) Recruit, hire, support, develop, and retain effective and caring teachers and other professional staff and form them into an educationally effective faculty; 

(2) Plan for and manage staff turnover and succession, providing opportunities for effective induction and mentoring of new personnel;

(3) Develop teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities for learning and growth, guided by understanding of professional and adult learning and development; 

(4) Foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student; 

(5) Deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation to support the development of teachers’ and staff members’ knowledge, skills, and practice; 

(6) Empower and motivate teachers and staff to the highest levels of professional practice and to continuous learning and improvement;

(7) Develop the capacity, opportunities, and support for teacher leadership and leadership from other members of the school community;

(8) Promote the personal and professional health, well-being, and work-life balance of faculty and staff; and 

(9) Tend to their own learning and effectiveness through reflection, study, and improvement, maintaining a healthy work-life balance;

(g) Effective educational leaders shall foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being as follows:

(1) Develop workplace conditions for teachers and other professional staff that promote effective professional development, practice, and student learning;

(2) Empower and entrust teachers and staff with collective responsibility for meeting the academic, social, emotional, and physical needs of each student, pursuant to the mission, vision, and core values of the school;

(3) Establish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child, including but not limited to:

a. High expectations for professional work;

b. Ethical practice;

c. Trust and open communication;

d. Collaboration;

e. Collective efficacy; and

f. Continuous individual and organizational learning and improvement;

(4) Promote mutual accountability among teachers and other professional staff for each student’s success and the effectiveness of the school as a whole; 

(5) Develop and support open, productive, caring, and trusting working relationships among leaders, faculty, and staff to promote professional capacity and the improvement of practice; 

(6) Design and implement job-embedded and other opportunities for professional learning collaboratively with faculty and staff; 

(7) Provide opportunities for collaborative examination of practice, collegial feedback, and collective learning; and 

(8) Encourage faculty-initiated improvement of programs and practices;

(h) Effective educational leaders shall engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being as follows:

(1) Create and model an approachable, accessible, and welcoming environment for families and members of the community; 

(2) Create and sustain positive, collaborative, and productive relationships with families and the community for the benefit of students;

(3) Engage in regular and open two-way communication with families and the community about the school, students, needs, problems, and accomplishments;

(4) Maintain a presence in the community to understand its strengths and needs, develop productive relationships, and engage its resources for the school;

(5) Create means for the school community to partner with families to support student learning in and out of school;

(6) Understand, value, and employ the community’s cultural, social, intellectual, and political resources to promote student learning and school improvement;

(7) Develop and offer the school as a resource for families and the community; and

(8) Build and sustain productive partnerships with public and private sectors to promote school improvement and student learning;

(i) Effective educational leaders shall manage school operations and resources to promote each student’s academic success and well-being as follows:

(1) Institute and manage administrative systems that promote the mission and vision of the school; 

(2) Strategically manage staff and all other resources to meet each student’s learning needs;

(3) Frugally and effectively manage all financial resources;

(4) Develop and maintain effective internal and external systems of communication;

(5) Know, comply with, and help the school community understand local, state, and federal laws, rights, policies, and regulations so as to promote student success;

(6) Develop and manage relationships with feeder and connecting schools for enrollment management and curricular and instructional articulation;

(7) Develop and manage productive relationships with the central office and school board; and

(8) Develop and administer systems for fair and effective management of conflict among students, faculty and staff, leaders, families, and community; and

(j) Effective educational leaders shall act as agents of continuous improvement to promote each student’s academic success and well-being as follows:

(1) Seek to make school more effective for each student, teacher and staff, family, and the community;

(2) Use methods of continuous improvement to achieve the vision, fulfill the mission, and promote the core values of the school and district;

(3) Establish an evidence-based system of strategic goal setting, planning, implementation, and evaluation for continuous district, school and classroom improvement;

(4) Assess and develop the capacity of staff to use evidence-based methods for school and district improvement;

(5) Develop technically appropriate systems of data collection, management, and analysis; and

(6) Develop and promote leadership among teachers and staff for inquiry, experimentation and innovation, and initiating and implementing improvement.

Source. (See Revision Note at part heading for Ed 505) #13101, eff 10-5-20; ss by #13655, eff 7-1-23

Ed 505.05 Approved Educator Preparation Program.

(a) Individuals shall qualify for a beginning educator license or added endorsement to an existing license by completing a board-approved educator preparation program(s) at a college, university or teacher training institution in New Hampshire in accordance with Ed 600 and meeting the requirements of Ed 505.01.

(b) Upon completion of a New Hampshire board-approved program in accordance with Ed 600, the applicant shall be recommended for licensure by the program to the department and such recommendation shall remain valid for no more than 3 years from the date of the recommendation by the institution.

(c) Individuals completing a state-approved educator preparation program(s) at a college, university, or teacher training institution in a state other than New Hampshire, whether that state is signatory to the NASDTEC interstate contract or not, shall qualify for a beginning educator license or added endorsement on an existing license by:

(1) Completing a state-approved educator preparation program leading to recommendation by the institution for an educator license in that state; and

(2) Meeting the requirements of Ed 505.01; and either:

a. Obtaining full licensure in that state in a comparable endorsement area as the endorsement area sought providing that such endorsement has not been expired for more than 3 years from the date of application; or

b. Applying for a comparable New Hampshire state board license and endorsement within 3 years of the date of recommendation from the institution.

(d) Applicants seeking to obtain licensure under this paragraph shall apply to the department pursuant to Ed 505.07 through Ed 505.09.

Source. (See Revision Note at part heading for Ed 505) #13101, eff 10-5-20; renumbered by #13655 (formerly Ed 505.04)

Ed 505.06  Statement of Eligibility (SOE) and Site-Based Licensing Plan (SBLP).

(a)  Before beginning an application for an SBLP, a candidate shall obtain an SOE, valid for 3 years from the date of issuance, from the department by meeting the SOE requirements enumerated in the endorsement rule under Ed 506 through Ed 508 pertaining to any endorsements on the critical shortage list as determined each year by the bureau in accordance with RSA 189:39-a and listed on the department’s website.

(b)  Applicants for an endorsement in the career and technical specialties shall meet the requirements enumerated in Ed 507.03(a).

(c)  Applicants for a newly established endorsement, for a period of 5 years from the effective date of the newly established endorsement rule, shall meet the SOE requirements enumerated in the newly established endorsement rule. After the endorsement has been in effect for 5 years a candidate shall utilize one of the other methods enumerated for issuance of an SOE.

(d)  With the exception of the endorsements in (e) and (f) below, applicants for an endorsement as a teacher, instructional specialist, educational specialist, or educational administrator shall have:

(1) Successfully completed at least 15 college credits in the endorsement area for which they seek a license; or

(2) Obtain a score equal to or above the national cut score on a nationally recognized subject-area assessment related to the endorsement being sought.

(e)  Applicants for elementary K-6 education and early childhood education shall have successfully completed at least 2 college-level content courses each in mathematics, English, social studies, and science.

(f)  Applicants for elementary K-8 education shall have successfully completed at least 2 college-level content courses each in mathematics, English, social studies, and science and at least 3 additional college-level content courses for a concentration of coursework in one of those areas.

(g)  SOE credential holders shall be employed in a New Hampshire school in the role of the endorsement that allows them to learn and demonstrate the professional education standards enumerated in Ed 505.03 and Ed 505.04, if applicable, and the endorsement requirements enumerated in Ed 506 through Ed 508.

(h)  Upon employment as an educator, the applicant and the senior educational official shall adhere to the application procedures and timeline outlined in Ed 505.08, Ed 505.09, and Ed 505.10(f).

(i)  Upon employment as an educator under an SOE, each candidate for this pathway to licensure shall be assigned a mentor, appointed by the senior educational official, who holds a valid experienced educator license with appropriate endorsements in the same subject area in which the candidate is seeking to obtain a license.  If a mentor who meets those criteria is not available through the candidate’s employer, the senior educational official shall contact the bureau for assistance in obtaining an appropriate mentor.

Source. (See Revision Note at part heading for Ed 505) #13101, eff 10-5-20; ss by #13655, eff 7-1-23 (formerly Ed 505.05)

Ed 505.07 Demonstrated Competencies.

(a) In addition to the requirements in Ed 505.06(e), applicants for demonstrated competencies through portfolio and oral board reviews shall qualify for a beginning educator license or added endorsement on an existing license by documenting at least 4 months of continuous full-time or full-time equivalent experience as an educator in the endorsement area;.

(b) In addition to the requirements in Ed 505.06(e), applicants for demonstrated competencies through national or regional licensure shall qualify for a beginning educator license or added endorsement on an existing license by meeting one of the following requirements:

(1) Current national board certification in the area of endorsement from the National Board for Professional Teaching Standards;

(2) A current national license in school psychology (NCSP) by the National Association of School Psychologists for an endorsement in school psychology; or

(3) A current US Department of Defense educator license;.

(c) In addition to the requirements in Ed 505.06(e), applicants for an administrator endorsement, as defined in Ed 501.02(a), through demonstrated competencies through transcript analysis shall qualify for a beginning educator license or added endorsement on an existing license by meeting endorsement-specific knowledge and skills competencies as determined by transcript analysis; or.

(d) In addition to the requirements in Ed 505.06(e), applicants for demonstrated competencies based on experience under an out-of-state endorsement on a full license shall qualify for a beginning educator license or added endorsement on an existing license by:

(1) Having held a comparable license from a state other than New Hampshire within the last 7 years, verified by the department; and

(2) Having 3 years of educator experience in the last 7 years working in the endorsement area being sought while licensed in that endorsement area, verified by the department.

(e) In addition to the requirements of the chosen pathway in (a) through (d) above, every applicant for a demonstrated competency pathway shall meet all of the following requirements:

(1) Holding the minimum degree required for the endorsement sought;

(2) Meeting any endorsement-specific requirements outlined in Ed 506 through Ed 508;

(3) Meeting the requirements of Ed 505.01 through Ed 505.03, as applicable; and

(4) Applying for a demonstrated competency pathway pursuant to the application procedures outlined in Ed 505.07 through Ed 505.09.

Source. (See Revision Note at part heading for Ed 505) #13101, eff 10-5-20; renumbered by #13655 (formerly Ed 505.06)

Ed 505.08  General Application Instructions.

(a)  Persons interested in holding a New Hampshire educator credential shall complete and submit an application with the bureau as follows:

(1)  By creating an account on the myNHDOE Educator Information System (EIS) at https://my.doe.nh.gov/myNHDOE/Login/Login.aspx; or

(2)  By mail to the following address:

Bureau of Credentialing

Department of Education

25 Hall Street Concord, NH 03301.

(b)  Filing of the completed application, supporting documentation, and application fee(s) shall be the responsibility of the applicant.

(c)  The applicant’s social security number shall be used by the department for the purposes of generating data on teacher salaries or such other purposes as authorized by law, including but not limited to RSA 161-B:11,VI-a.

(d)  The applicant shall provide a social security number and agrees that the social security number shall be used to search the “National Association of State Directors for Teacher Education and Certification (NASDTEC) Clearinghouse” for action taken against the applicant’s license by other member states or jurisdictions. If any action is found in the NASDTEC Clearinghouse database, the application shall be referred to the governance unit for review, pursuant to Ed 511 and Ed 512.

(e)  All individuals who have not previously held a New Hampshire state board-issued credential shall be considered first time applicants.

(f) First time applicants shall include the following documentation with their completed application to the department:

(1) A copy of a valid government-issued identification (ID) including, but not limited to:

a. A driver’s license;

b. A state-issued photo ID;

c. A passport; or

d. A military ID;

(2) One of the following applications:

a.  For applicants seeking an initial license that is not obtained through a qualified pathway, DOE-BOC 1, “Initial Application-School Nurse, Paraeducator, Educational Interpreter/Transliterator for Youth and Children Ages 3-21 Inclusive,” October 2025, and the following:

1.  For school nurse I applications, the additional documentation outlined in Ed 504.08;

2.  For school nurse III applications, the additional documentation outlined in Ed 504.10;

3.  For paraeducator I applications, the additional documentation outlined in Ed 504.07;

4.  For paraeducator II applications, the additional documentation outlined in Ed 504.06; or

5.  For educational interpreter and transliterator for children and youth ages 3-21 inclusive, evidence the requirements in  Ed 504.11 have been met; or

b.  For applicants seeking licensure through one of the qualified pathways, DOE-BOC 2 “Application for Licensure Pathway and Applicable Credential,” October 2025, and the requirements applicable to the chosen pathway as follows:

1.  For the approved educator preparation program (AEPP), requirements as outlined in Ed 505.05;

2.  For a statement of eligibility (SOE) and site-based licensing plan (SBLP), the requirements as outlined in Ed 505.06; or

3.  For the demonstrated competencies pathway, the requirements outlined in Ed 505.07; and

(3)  DOE-BOC 4 “Criminal History Record Check Clearance- First Time Licenses Only” form, October 2025, and the requirements pursuant to Ed 504.12, with a signature attesting they:

a.  Agree to the provisions of (c) and (d) above;

b.  Agree to a central registry check as outlined in RSA 169-C:35, I-II and RSA 169-C:35, VIII; and

c.  Agree to waive the time limits prescribed by RSA 541-A:29 and acknowledge that the application will not be approved or granted prior to the agency’s actual receipt and review of the applicant’s criminal history record check clearance.

(g)  Applicants renewing their license or credential shall complete and submit DOE-BOC 3 “NHEd Renewal and Upgrade Request Application,” October 2025, and the following:

(1)  For school nurses, documentation of the applicable renewal requirements as outlined in Ed 504.08-504.10;

(2)  For paraeducators and educational interpreters and transliterators for children and youth ages 3-21 inclusive, proof of completed professional development pursuant to Ed 509.01 or Ed 509.02 and Ed 513.06; or

(3) For individuals holding a BEL or EEL, proof of completed professional development pursuant to Ed 509 and Ed 513.03.

(h)  Applicants seeking to upgrade a BEL to an EEL shall meet the requirements of Ed 504.02 and submit DOE-BOC 3 “NHEd Renewal and Upgrade Request Application,” October 2025.

(i)  Applicants seeking an additional endorsement to their existing educator license shall use DOE-BOC 2 “Application for Licensure Pathway and Applicable Credential,” October 2025, and follow the procedures outlined in (f)(2)b. above.

(j)  All applicants for any credential or endorsement issued by the state board shall acknowledge the following statements:

(1) “By checking this box, I certify that I have read the Educator Code of Ethics.

https://www.education.nh.gov/sites/g/files/ehbemt326/files/inline-documents/code_ethics.pdf;

(2) By checking this box, I certify that I have read the Educator Code of Conduct.

https://www.education.nh.gov/sites/g/files/ehbemt326/files/inline-documents/code_conduct.pdf;

(3) I understand that if I am issued a New Hampshire credential, I will be required to adhere to the Educator Code of Conduct, Ed 510. A founded violation of any of the principles of the Educator Code of Conduct may result in a written reprimand, suspension, or revocation of my educator credential; and

(4) I understand that pursuant to Ed 510.05, I have a duty to report any suspected violation of the code of conduct. Failure to report a suspected violation of the educator code of conduct may result in a written reprimand, suspension, or revocation of my educator credential”. 

(k) In completing and signing any application for a credential or endorsement issued by the state board, whether written or electronically, all applicants shall be truthful and uphold the provisions of RSA 189:14-g and RSA 641:3.

Source. (See Revision Note at part heading for Ed 505) #13101, eff 10-5-20; amd by #13167, INTERIM, eff 2-16-21, EXPIRED: 8-15-21 in (c) intro. and Table 505-1 criminal history record check clearance (5 year cycle) fee; ss by #13303, eff 12-10-21; ss by #13374, INTERIM, eff 4-26-22, EXPIRED: 10-23-22

New. #13562, eff 2-22-23; ss by #13961, EXRF, eff 5-10-24; ss by #14425, eff 11-14-25, EXPIRES: 11-14-35

Ed 505.09  Fees. 

(a)  An application shall not be complete until all application materials, including the proper fee, have been filed with the bureau.

(b)  Payments shall be made: 

(1)  Electronically at the time of application on the Educator Information System (EIS); or

(2)  By cash, money order, cashier’s check, or school employer check on behalf of applicants, made payable to "Treasurer, State of New Hampshire," to the bureau as outlined in Ed 505.08(a).

(c)  The required educator fees shall be in accordance with RSA 186:11, X(b) and the fee schedule set forth in Table 505-1 below, with the following fees reflecting the actual cost of the service listed:

Table 505-1  Fee Schedule

All fees are non-refundable and include processing fee.
Issuance of initial New Hampshire credential
Beginning Educator License (BEL), Experienced Educator License (EEL) (must include one licensure area endorsement) by all licensure pathways	$150.00
To add another endorsement to BEL or EEL	$150.00
New Hampshire Approved Educator Preparation Program completer, per endorsement	$150.00
Master Teacher license	$150.00
School Nurse I or III	$150.00
Paraeducator I	$10.00
Paraeducator II	$10.00
Educational Interpreter and Transliterator	$25.00
Additional fees associated with specific licensing pathways (per endorsement):
Site Based Licensing Plan (SBLP) · Statement of Eligibility Intern Authorization	$120.00 $500.00
Demonstrated Competencies Portfolio/Oral Board (DCPOB) · Portfolio Materials Portfolio Review/Oral Board	$120.00 $500.00
Demonstrated Competencies Transcript Analysis (DCTA) for Administrator endorsements only	$500.00
Master Teacher Portfolio Review	$800.00
License renewal fees (3-year cycle)
BEL/EEL/Master Teacher License Renewal	$150.00
School Nurse I, II, III Renewal	$150.00
Educational Interpreter and Transliterator Renewal	$25.00
Paraeducator I and II Renewal	$10.00
Other Bureau Fees
Lapsed License Reinstatement Fee, BEL/EEL/Master Teacher only	$100.00
Criminal History Record Check Clearance	$100.00
3rd and subsequent Name Changes	$50.00
Credential Verification Letter	$50.00
Returned check fee (RSA 6:11-a)	$15.00 (State Treasurer’s fee) $25.00 (Bureau of Credentialing fee)

(d) For the specific licensing pathways enumerated in Table 505-1 above, the individual shall apply for the appropriate educator license and pay the applicable fee upon confirmation from the department that the pathway has been successfully completed.

(e) An individual with endorsements in multiple areas may renew one or more of the held endorsements and pay one license renewal fee. If an individual chooses to later renew other held endorsements that have or have not expired, those endorsements shall be subject to a separate license renewal fee at the time of renewal.

(f) If an individual seeks renewal for an expired license or endorsements, the individual shall be responsible for the lapsed license renewal reinstatement fee, in addition to the applicable renewal fees.

Source. #13562, eff 2-22-23 (formerly Ed 505.08); ss by #14048, eff 8-15-24; ss by #14262, eff 7-1-25

Ed 505.10  Applicant, Employer, and Mentor Responsibilities for Timely Review and Processing by the Department.

(a)  Within 30 days of receipt of any application outlined in Ed 505.08(b), the department shall notify the applicant in writing that the application has been received and either:

(1)  The application is complete and pending evaluation; or

(2)  The application is incomplete, and enumerate the items that the applicant shall address in order for the application to be complete.

(b)  An applicant shall respond to a notification of an incomplete application by submission of the requirements enumerated in accordance with (a)(2) above within 30 days of receipt of the notification, and the department shall respond within 10 business days in accordance with (a)(1) or (2) above.

(c)  If, within 30 days of initial notification of an incomplete application pursuant to (a)(2) above, the department does not receive the enumerated items pursuant to (a)(2) above, the application shall be closed and the applicant shall begin a new application, to include all fees in accordance with the fee schedule outlined in Ed 505.09.

(d)  For applications outlined in Ed 505.08(b)(1)-(13), Ed 505.08(b)(17), and Ed 505.08(b)(18) as applicable, within 60 days of the department’s notification of receipt of a complete application in accordance with (a) and (b) above, the department shall send notification of:

(1)  Approval in the form of the digital credential for which the applicant applied;

(2)  Denial in writing that outlines the specific reasons for denial, including, but not limited to:

a.  A department-confirmed violation of the code of conduct outlined in Ed 510.01 through Ed 510.04; and

b.  A determination that the applicant does not meet the requirements for the specified credential;

(e)  For applications pursuant to Ed 505.08(b)(14), portfolio and oral board reviews, the following shall apply:

(1)  The applications for portfolio and oral board review shall be open between October 1 and March 30 of every school year calendar;

(2)  Complete applications for oral board review shall include all of the following:

a.  Completed and filed DOE-BOC 14 “Application for Portfolio and Oral Board Review” form, February 2023;

b.  Completed and filed portfolio as outlined in (3)a. below;

c.  Payment of all fees in accordance with the fee schedule outlined in Ed 505.09; and

d.  Completed oral board review;

(3)  Within 10 days of receipt of a completed application referenced in (2)a. above, the department shall determine that an individual:

a.  Qualifies under this method, and shall notify the applicant in writing by providing the applicant with portfolio submission instructions and requirements for oral board scheduling which shall include, but not be limited to:

1.  Written materials;

2.  Video recording;

3.  Audio recording; and

4.  Art portfolio; or

b.  Does not qualify under this method, and shall notify the individual in writing and:

1.  Provide the reasons for the determination, including, but not limited to, the qualifying criteria outlined in Ed 505.07(a)(1) and (2), which shall include a written explanation stating why the materials the applicant has submitted are not acceptable; and

2.  Recommend another appropriate application method if one is available;

(4)  Within 30 days of receipt of portfolio submission instructions, the applicant shall submit all portfolio materials for review to the department along with the appropriate fee in accordance with the fee schedule outlined in Ed 505.09;

(5)  Within 10 days of receipt of a portfolio submission and appropriate fee in accordance with the fee schedule outlined in Ed 505.09, the department shall notify the applicant in writing that either:

a.  The portfolio is complete and pending oral board scheduling; or

b.  The portfolio is incomplete, and enumerate the items that the portfolio must address in order for the portfolio to be complete;

(6)  An applicant shall adhere to Ed 505.10(b) and (c) for completing a portfolio submission in accordance with Ed 505.10(e)(5)b. above;

(7)  Upon determination by the department that the portfolio is complete, the department shall appoint a review board consisting of one member of the department and 3 persons who hold a current experienced educator license in the area of endorsement in which the applicant is seeking to obtain a license;

(8)  If, within 30 days of determination of a complete portfolio, in an effort to complete a timely oral board review, the department is unable to establish a review board as outlined in (7) above, the department shall establish a review board consisting of department staff or licensed educators;

(9)  The review board shall review the applicant’s application, including documentation that the applicant meets the required competencies in the area of endorsement and, at the oral board review, ask the applicant questions based upon the materials submitted;

(10)  Within 30 days of completion of the oral board review, which shall constitute a complete application, the review board shall make a written recommendation to the department, based upon its evaluation of the quality of the applicant’s documentation of meeting the required competencies in the area of endorsement, after considering:

a.  The materials submitted to provide the documentation; and

b.  The applicant’s oral responses to the board’s questions regarding the documentation;

(11)  Within 30 days of the conclusion and recommendation of the oral board interview, the department shall issue a decision in writing stating the reasons for the decision under (10) above along with, if applicable, a beginning educator license or additional endorsement; and

(12)  An applicant may appeal a decision made by the department to deny an application for a credential under this part pursuant to Ed 200.

(f)  For applications pursuant to Ed 505.08(b)(15) and Ed 505.08(b)(18) as applicable, the process for establishing a SBLP for an intern authorization credential resulting in full beginning educator licensure or additional endorsement shall be as follows:

(1)  The SOE credential holder and assigned mentor pursuant to Ed 505.06(d) shall download and complete the required SBLP application materials as follows:

a.  The forms demonstrating acquired competencies pursuant to Ed 505.03, Ed 505.04, and Ed 506 through Ed 508, as applicable, and how each competency was acquired; and

b.  “Intern Authorization Application” form, February 2023;

(2)  The SBLP application materials shall be developed collaboratively and agreed to by the SOE credential holder, the mentor, and the senior educational official;

(3)  Within 60 days of the SOE credential holder’s first day of employment pursuant to Ed 505.06(c), the senior educational official shall upload the completed, approved, and signed SBLP into the department’s EIS;

(4)  Within 180 days of the first day of employment pursuant to Ed 505.06(c), the SOE credential holder shall be credentialed under an intern authorization following the procedures outlined in (5) through (23) below;

(5)  Within 5 business days of the upload specified in (3) above, the candidate shall complete and file the form referenced in (f)(1) above, along with the appropriate fee pursuant to Ed 505.09;

(6)  The department shall review the plan to ensure all of the following are included:

a.  An assessment of the competencies of the applicant as enumerated in Ed 505.03 and Ed 505.04, if applicable, and the endorsement area enumerated in Ed 506, Ed 507, or Ed 508 as applicable, based on the endorsement sought;

b.  A plan that includes the competency to be acquired, the projected completion date, and the evidence to be provided upon completion which is directly related to, and substantiates meeting, the competency within the period of the plan;

c.  Activities that will be undertaken to acquire the competencies in b. above, which shall include, but not be limited to:

1.  Additional coursework;

2.  On the job training; and

3.  Professional development; and

d. A signature page which certifies that the plan was developed collaboratively and agreed to by the applicant, the mentor, and the senior educational official;

(7)  Within 30 days of receipt of the form referenced in (f)(1) above, the department shall notify the applicant that either:

a.  The plan is complete and pending evaluation; or

b.  The plan is incomplete, and enumerate the items that the applicant must address in order for the application to be complete;

(8)  An applicant shall respond to a notification of an incomplete application by submission of the requirements enumerated in accordance with (7)b. above within 15 days of receipt of the notification and the department shall respond within 10 business days in accordance with (7)a. or b. above;

(9)  If, within 30 days of receipt of an initial notification of an incomplete application pursuant to (7)b. above, the department does not receive the enumerated items pursuant to (7)b. above, the application shall be closed and the applicant shall start over with a new application, to include all fees in accordance with the fee schedule outlined in Ed 505.09;

(10)  Within 30 days of receipt of a complete application, the department shall send written notification to the senior educational official and the applicant of either:

a.  Approval in the form of an intern authorization in the endorsement area for which the applicant applied, if the department determines that:

1.  The assessment of the competencies of the applicant meet the requirements as enumerated in Ed 505.03 and Ed 505.04, and the endorsement area enumerated in Ed 506, Ed 507, or Ed 508 as applicable based on the endorsement sought;

2.  The plan, including the competency to be acquired, the activity to be undertaken, the projected completion date, and the evidence to be provided upon completion, are directly related to and will substantiate meeting the competency within the period of the plan; and

3.  The plan was developed collaboratively and agreed to by the applicant, the mentor, and the senior educational official; or

b.  Denial after a determination that the plan does not meet the requirements outlined in Ed 505.10(f)(9)a. 1. through 3. above;

(11)  A SOE credential holder in receipt of a denial pursuant to (10)b. above may reapply for an intern authorization, to include the fee in accordance with the fee schedule outlined in Ed 505.09, under the following circumstances:

a. The 180-day time period in (4) above has not lapsed and will not lapse during the new application period; and

b.  The SOE credential holder shall not apply for an intern authorization more than twice per endorsement;

(12)  Upon approval of the plan, the department shall grant an intern authorization, valid for up to 3 years from the first date of employment in the endorsement area sought, to coincide with the time period in the plan, limited to no more than twice per endorsement;

(13)  An SBLP shall be canceled, and the intern authorization shall automatically expire, if the applicant fails to attain the skills and knowledge agreed to by the applicant within the time frame specified by the plan;

(14)  The department, at the request of the senior educational official, shall grant an extension to the intern authorization period of not more than one year to accommodate an issue outside of the applicant’s control which prevents timely completion of the plan including, but not limited to:

a.  Illness of the applicant or immediate member of the applicant’s family; or

b.  Availability of a required course within the timeframe of the plan where no comparable course is available;

(15)  The senior educational official, in consultation with the mentor, shall file a report at the end of each school year attesting to the applicant's progress toward meeting the requirements of the plan;

(16)  Once a completed plan is filed with the department, the applicant may:

a.  Obtain employment in a similar position with another school employer provided that:

1.  The duration for plan completion does not change;

2.  The department is notified in writing of the change in place of employment; and

3.  The plan is revised as follows:

(i)  Approved by the mentor assigned in the new school of employment;

(ii) Approved by the senior educational official in the new school of employment; and

(iii)  Resubmitted to the department for approval pursuant to the timeline outlined in Ed 505.10(f)(6)-(10); or

b.  Have an intern authorization deactivated upon loss of employment until such time as the educator gains employment with another employer as described in (15)a. above so long as the total duration of time employed under an active plan shall not exceed 3 years;

(17)  Within 5 business days of the upload specified in (16) above, the intern shall complete and file a “Site-Based Licensing Plan Completer Application” form, February 2023, along with the appropriate fee pursuant to Ed 505.09;

(18)  The senior educational official shall complete and upload to the EIS a final report for department review attesting to the intern’s completion of the SBLP which shall include:

a.  A copy of the plan, including:

1. The competency to be acquired;

2. The activity to be undertaken;

3. The projected completion date; and

4. The evidence to be provided upon completion;

b.  The evidence of plan completion; and

c.  A signature page which certifies that the completed plan was reviewed and approved by the applicant, the mentor, and the senior educational official;

(19)  The department shall, within 30 days of receipt of the form referenced in (f)(17) above, notify the applicant that either:

a.  The application is complete and pending evaluation; or

b.  The application is incomplete, and enumerate the items that the applicant must address in order for the application to be complete;

(20)  An applicant shall respond to a notification following the timeline established in (8) and (9) above;

(21)  Within 60 days of the department’s receipt of the form referenced in (f)(17) above, the department shall send written notification to the senior educational official and the applicant of either:

a.  Approval in the form of an intern authorization in the endorsement area for which the applicant applied if the department determines that the final report documents confirm that the intern has met all the competencies and requirements for full licensure; or

b.  A determination that the completion documentation, the final report, or both, do not reflect the documentation required by the approved plan to indicate that the candidate has met all of the competencies and requirements for full licensure and outlines the documentation required to support completion of the plan;

(22)  Upon receipt of notification that the department does not approve the application in accordance with (21)b. above, the senior educational official shall, within 10 business days, upload the required documentation to support completion of the plan or the intern authorization shall expire in accordance with Ed 505.10(f)(13); and

(23)  Applicants shall receive a beginning educator license or added endorsement on an existing license after approval by the bureau pursuant to (21)a. above.

Source. (See Revision Note at part heading for Ed 505) #13101, eff 10-5-20; amd by #13167, INTERIM, eff 2-16-21, EXPIRED: 8-15-21 in paragraph (d); ss by#13303, eff 12-10-21

New. #13562, eff 2-22-23 (formerly Ed 505.09)

PART Ed 506 REQUIREMENTS AND CERTIFICATION FOR EDUCATIONAL LEADERSHIP AND ADMINISTRATION

Ed 506.01  Superintendent.

(a)  To be considered for licensure as superintendent, an individual shall:

(1) Meet the requirements of Ed 505.03, Ed 505.04, and (b) below;

(2)  Have completed at least 5 years of experience as an education administrator in a k-12 setting;

(3)  Have completed one of the following:

a.  A state-approved master’s level program in education administration or educational leadership from an institution accredited by a regional accrediting body approved by the U.S. Department of Education; or

b.  A master’s program in education or related field and a state board of education-approved district-level administration mentorship program under a licensed superintendent; and

(4)  Have applied for licensure following the application procedures outlined in Ed 505.08 through Ed 505.10.

(b)  To be eligible for licensure as superintendent, a candidate shall have the following skills, competencies, and knowledge:

(1)  Promoting achievement and success of all students by:

a. Monitoring and continuously improving teaching and learning; and

b. Establishing a strong professional culture of growth, openness and collaboration wherein educators engage in analyzing student data and planning program improvements that result in closing achievement gaps; 

(2)   As relating to district management, the candidate shall understand and demonstrate knowledge of, or competency in, promoting the success of all students by ensuring effective management of the organizational systems, finances, operations, and resources for a safe, efficient, high performing and positive learning environment, including, but not limited to:

a.  Planning and maintaining physical plant safety and student access, and evaluating and revising processes to continuously improve operational systems;

b.  Recruiting and retaining quality personnel, overseeing and directing labor relations, conflict resolution, collective bargaining, budget preparation and budget administration; and

c.  Protecting the welfare and safety of students and staff by:

1. Proactively involving parents, teachers, community members, and students to ensure a safe environment; and

2. Addressing challenges to the physical and emotional safety and security of students and staff that interfere with teaching and learning; and

(3)  As relating to district, school, and community, the candidate shall promote the success of all students by:

a. Collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources to improve teaching and learning; and

b.  Using effective communication strategies to engage parents, staff, families, and community members to participate in achieving the mission, vision, and goals for teaching and learning.

(c) The role of superintendent shall not be eligible for licensure under the SBLP pathway outlined in Ed 505.06.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4189, eff 12-12-86; ss by #4373, eff 2-24-88; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96; ss by #8023, eff 7-1-04, EXPIRED: 7-1-12

New. #10247, eff 12-21-12; ss by 13655, eff 7-1-23; ss by #13655, eff 7-1-23

Ed 506.02  Assistant Superintendent. To be eligible for licensure as an assistant superintendent, an individual shall:

(a) Meet the requirements of Ed 505.03 and Ed 505.04;

(b)  Have completed at least 3 years of experience as an education administrator, as described in Ed 506.03 through Ed 506.08, in a k-12 setting;

(c) Have completed one of the following:

(1)  A state-approved master’s level degree in education administration or educational leadership from an institution accredited by a regional accrediting body approved by the U.S. Department of Education; or

(2) A master’s level degree in education or related field and a state board of education-approved district-level administration mentorship program under a licensed superintendent; and

(d) Apply for licensure following the application procedures outlined in Ed 505.08 through Ed 505.10.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96; rpld by #8023, eff 7-1-04; ss by #8843, eff 3-16-07; ss by #10247, eff 12-21-12; ss by 13655, eff 7-1-23; ss by #13655, eff 7-1-23

Ed 506.03 District Administrator. To be considered for licensure as a district administrator, an individual shall:

(a) Have at least 3 years’ experience as a licensed principal;

(b) Hold at least 30 graduate or post-baccalaureate level credits in educational administration or educational leadership or related field from an institution accredited by a regional accrediting body approved by the U.S. Department of Education;

(c) Demonstrate the ability to provide the administrative services enumerated in RSA 194-C:4; and

(d) Apply for licensure following the application procedures outlined in Ed 505.08 through Ed 505.10.

Source. #2055, eff 6-16-82; ss by #2449, eff 8-l6-83; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96; ss by #8023, eff 7-1-04, EXPIRED: 7-1-12; ss by #10276, eff 2-22-13; ss by #13655, eff 7-1-23 (formerly Ed 506.06)

Ed 506.04  Special Education Administrator.  

(a)  To be eligible for licensure as a special education administrator, an individual shall:

(1) Meet the requirements of Ed 505.03, Ed 505.04, and (b) below;

(2)  Have completed at least 5 years’ experience as a special educator or in a related field; and

(3) Have one of the following:

a.  Completed a state-approved master’s level program leading to special education administrator licensure from an institution accredited by a regional accrediting body approved by the U.S. Department of Education; or

b.  Completed a master’s program in education or a special education-related field and demonstrate the requirements outlined in (1) above;

(b)  To be considered for licensure as a special education administrator, a candidate shall have skills, competencies and knowledge in the following areas:

(1)  In the area of compliance with laws, regulations, rules, and school policies, the candidate shall have the ability to:

a.  Make decisions which reflect a thorough knowledge of current federal laws, regulations, state laws and rules for students with educational disabilities;

b. Locate, use, and cite New Hampshire laws and rules pertaining to the operation of schools; and

c. Understand local school policy and its implications for students with educational disabilities;

(2)  In the area of curriculum and instruction and assessment, the candidate shall have the ability to:

a.  Understand and identify curriculum frameworks that meet state standards;

b.  Understand and utilize evaluation tools that clearly identify student achievement;

c.  Implement and develop appropriate instructional strategies to address individual learning profiles;

d.  Incorporate current best practices in child development theory;

e.  Implement a plan that supports the ongoing use of assistive technologies;

f.  Implement and promote programming in the area of social emotional well-being;

g.  Oversee the use of appropriate instructional practices to teach and provide transitional activities in the following areas:

1.  Functional living;

2.  Career and employment; and

3.  Social, emotional, health and wellness;

h.  Understand the principles of assessment of students with educational disabilities, evaluation tools and individual evaluation programs; and

i.  Understand formative and summative assessment as relates to state and local expectations and requirements;

(3)  In the area of building partnerships and community, the candidate shall be able to:

a.  Identify key organizations and agencies and their functions in the community as they relate to the educational process;

b.  Utilize a collaborative approach for involving all stakeholders in educational planning, budgeting, implementation, and evaluation;

c.  Understand all relevant interagency agreements;

d.  Establish and maintain quality partnerships with entities such as colleges, state service and social service agencies, and businesses with the goal of having these entities assist in providing effective educational programming; and

e.  Respond to emerging and current issues impacting the school and community; and

(4)  In the area of management of budgets and grants, the candidate shall have the ability to:

a.  Understand how special education financial management and sources of revenue affect the overall financial planning of the district and the ability to collaborate with the superintendent, business administrator, and other relevant stakeholders as needed to provide services for students with educational disabilities and their families;

b.  Develop a budget in accordance with local, state, and national laws in education, social and health agencies for the provision of services for students with educational disabilities and their families;

c.  Coordinate the implementation of federal and state grant applications and manage appropriate IDEA grants and categorical funds;

d.  Use such fiscal control and fund accounting procedures to ensure proper disbursement of, and accounting for, funds allocated for the provision of services for students with educational disabilities and their families; and

e.  Identify and procure resources and supplementary funding, including funding from available state and federal funding sources, to support program development and the provision of services for students with educational disabilities and their families.

(c)  For the purposes of (a)(2) above, “experience as a special educator” entails providing special education services to special education students and shall include but not be limited to the roles of general special education, school psychologist, blind and vision impairment, deaf and hard of hearing, specific learning disabilities, intellectual and developmental disabilities, physical and health disabilities, and emotional and behavioral disabilities.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96; ss by #8023, eff 7-1-04; amd by #8335, eff 4-23-05; amd by #9993, eff 9-16-11; ss by #10245, eff 12-21-12; amd by #10951, eff 10-20-15; ss by #13655, eff 7-1-23 (formerly Ed 506.07)

Ed 506.05  Curriculum Administrator.

(a)  To be eligible for licensure as a curriculum administrator, a candidate shall:

(1) Meet the requirements outlined in Ed 505.03, Ed 505.04, and (b) below;

(2)  Have at least 3 years’ experience as a teacher;

(3)  Have one of the following:

a.  Completed a state-approved master’s level program leading to curriculum administrator licensure from an institution accredited by a regional accrediting body approved by the U.S. Department of Education; or

b.  Completed a master’s program in education or related field and demonstrate the requirements outlined in (1) above;

(4) Apply for licensure following the application procedures outlined in Ed 505.08 through Ed 505.10.

(b) Candidates for licensure as a curriculum administrator shall have the following skills, competencies, and knowledge:

(1)  In the area of leadership, the candidate shall be able to:

a.  Collect and use data to identify goals for curriculum, instruction, and assessment at the school, school district, or administrative unit level;

b. Obtain, allocate, align, and effectively utilize fiscal and technological resources, including the development of grant and other funding proposals; and

c.  Develop the instructional and assessment capacity of the staff and provide professional development, including coaching, demonstrating, planning, organizing, reflecting, and documenting;

(2)  In the area of curriculum and instruction, the candidate shall:

a.  Understand the culture of teaching and learning as required to work effectively with diverse faculty and administrative teams;

b.  Understand K-12 learner development and learner differences;

c.  Understand and support a variety of learning environments, including extended learning opportunities;

d.  Understand school, school district, and administrative unit curricula;

e.  Understand how to monitor alignment between the written and taught curriculum;

f. Understand effective curricular coordination and vertical articulation among all academic areas within the school, between schools, and with sending schools and post-secondary institutions, as applicable;

g.  Understand applicable national standards, as well as current state and local academic standards;

h.  Assist others with current research and research-based practices in curriculum and instruction;

i.  Work with individual educators as well as grade level, disciplinary, and interdisciplinary teams to promote student learning; and

j.  Supervise instruction and provide constructive feedback; and

(3)  In the area of assessment, the candidate shall:

a.  Understand how to revise curriculum and guide the improvement of instructional practice using a range of evidence such as:

1. Student work;

2. Classroom and local school or district assessments;

3. Standardized assessments;

4. Data from sending schools, receiving schools, and post-secondary institutions; and

5. Survey data from students and alumni;

b. Understand and convey a range of assessment strategies, including formative and summative assessment principles and practices, for use in classroom and school-wide assessment, including accreditation processes;

c.  Understand assessment purposes and the design and appropriate uses of fair, ethical, and reliable assessments;

d. Be able to work with educators to align assessments with learning expectations, competencies, and applicable standards;

e.  Be able to reach out to families and assist with the interpretation of assessment data;

f.  Be able to collect, disaggregate, and analyze data from a variety of sources and respond to inequities in student achievement;

g.  Be able to administer regional and national assessments and analyze and report on the results;

h.  Be able to evaluate the effectiveness of curriculum implementation, instructional strategies, and assessment use in a school, school district, or administrative unit, and present evaluations to various audiences; and

i.  Be able to evaluate the effectiveness of the curriculum revision processes and plan for continuous improvement. 

Source. #6349, eff 10-5-96; rpld by #7923, eff 7-24-03; ss by #8843, eff 3-16-07; ss by #10927, eff 9-10-15; ss by #13655, eff 7-1-23

Ed 506.06  Principal.

(a)  To be eligible for licensure as a principal, an individual shall:

(1) Meet the requirements of Ed 505.03, Ed 505.04, and (b) below;

(2)  Have completed at least 3 years’ experience as a teacher, instructional specialist, educational specialist, or education administrator;

(3)  Have one of the following:

a.  Completed a state-approved master’s level program leading to school principal licensure from an institution accredited by a regional accrediting body approved by the U.S. Department of Education; or

b.  Completed a master’s program in education or related field and demonstrated:

1.  The competencies, skills, and knowledge as listed in (b) below; and

2.  Meet the requirements as outlined in Ed 505.03 and Ed 505.04; and

(4) Apply for licensure following the application procedures outlined in Ed 505.08 through Ed 505.10.

(b)  To be eligible for licensure as a principal, a candidate shall have the following skills, competencies, and knowledge:

(1) In the area of educational leadership, the candidate shall have the ability to:

a. Facilitate the development, articulation, implementation, and stewardship of a vision of learning supported by the school community;

b. Listen, analyze and respond clearly and appropriately to issues related to the needs of the school community; and

c. Shape the educational plan and actions within the school reflecting the district's mission, planning, and assessment processes;

(2) In the area of the knowledge of school culture and instructional programs, the candidate shall have the ability to:

a.  Establish clear goals, a vision and expectations for students, with assessment processes in place, promoting student growth and development;

b.  Demonstrate knowledge of learning and motivational theories and has the ability to create and implement research-based strategies while providing support for educators;

c.  Encourage educators to design, implement, evaluate or refine curriculum and has a functional knowledge of existing curriculum across disciplines;

d.  Demonstrate knowledge of effective teaching practices, acknowledge current methods and practices, and demonstrate the ability to evaluate and improve the school's educational program; and

e. Understand the change process and recognize the levels of individual and institutional change;

(3) In the area of management of the organization, operation, and resources for a safe, efficient, effective, and positive learning environment, the candidate shall have the ability to:

a. Provide a safe school environment and plan and execute systematic emergency drills, training, and revisions as needed;

b. Recognize and communicate facility maintenance needs with appropriate personnel to resolve concerns;

c. Manage human resources responsibly, efficiently, and effectively in a collaborative manner while addressing staff needs;

d. Generate reports and maintain records in an efficient, timely and succinct manner while preserving confidentiality; and

e. Demonstrate knowledge of school cultures and gather feedback to develop and maintain a positive school climate; and

f.  Demonstrate knowledge of following policies, laws, and regulations; and

(4) In the area of the knowledge of how to develop local district goals, the candidate shall:

a. Develop professional goals that align with building and district level goals; and

b. Collaboratively develop and implement building level goals.

Source. #13655, eff 7-1-23 (formerly Ed 506.04)

Ed 506.07  Assistant Principal.

(a)  To be considered for an assistant principal as outlined in Ed 505.06, an individual shall:

(1) Meet the requirements of Ed 505.03 and Ed 505.04;

(2)  Have completed at least 3 years’ experience as a teacher, educational specialist, instructional specialist or education administrator;

(3)  Have one of the following:

a.  Completed a state-approved master’s level program leading to school principal licensure from an institution accredited by a regional accrediting body approved by the U.S. Department of Education; or

b.  Completed a master’s program in education or related field and demonstrate the requirements outlined in (1) above; and

(4) Apply for licensure following the application procedures outlined in Ed 505.08 through Ed 505.10.

(b) A candidate licensed as an assistant principal shall meet the requirements of Ed 506.06 within 3 years of the issuance of the license. During this 3-year period, a candidate may remain employed as an assistant principal.

Source. #7044, eff 7-1-99; amd by #7513, eff 7-1-01; paras (a), (b)(1)a.-c., (b)(2)-(7), and (c)-(e) EXPIRED: 7-1-07; ss by #9157, eff 7-1-08; ss by #11110, eff 5-27-16; ss by #13655, eff 7-1-23 (formerly Ed 606.08)

Ed 506.08  Career and Technical Education Principal.

(a)  To be eligible for licensure as a career and technical education principal, an individual shall:

(1) Meet the requirements of Ed 505.03, Ed 505.04, and (b) below;

(2)  Have completed at least 5 years’ experience as a teacher, educational specialist, instructional specialist, or administrator;

(3)  Have one of the following:

a.  Completed a master’s program in educational leadership or a related area from an institution accredited by a regional accrediting body approved by the U.S. Department of Education; or

b.  Completed a master’s program in education or related field and demonstrate the competencies outlined in (1) above; and

(4) Apply for licensure following the application procedures outlined in Ed 505.08 through Ed 505.10.

(b) To be eligible for licensure as a career and technical education principal, a candidate shall have the following skills, competencies, and knowledge:

(1)  Preparation and management of local, state, and federal fund budgets in the area of CTE funding;

(2)  Preparation of state and federal applications and proposals in the area of CTE funding;

(3)  Management of career and technical programs, including:

a. Purchasing of equipment and supplies;

b. Supervising and maintaining laboratory facilities; and

c. Maintenance of records and inventory of all buildings, equipment, and supplies;

(4)  Preparation and submittal of all state and federal reports as required by law;

(5) Solicitation of input from students, parents, school administrators at the secondary and post-secondary level, teachers at the secondary and post-secondary level, and the business community in the region served by a career and technical education center and consideration of that input in the development of:

a.  Data collection;

b.  School calendars;

c.  Scheduling;

d.  Transportation; and

e.  Budgets;

(6)  Leadership of career and technical education competency-based programs at a center designated as a regional center under RSA 188-E, including:

a.  Regional agreements;

b.  Program promotion and marketing;

c.  Student recruitment and retainment;

d.  Admissions policies;

e.  Regional and program advisory committees; and

f.  Career and technical student organizations;

(7)  In-depth understanding of the relevancy between career and technical program offerings and the needs of business and industry on a regional and state-wide basis that includes:

a.  An understanding of the up-to-date employment needs of business and industry with an ability to direct program outcomes to align with these needs;

b.  An understanding of utilizing labor market data to direct program outcomes and consistent communication with business and industry to ensure relevance; and

c.  Rigor in all career and technical education programs;

(8)  Solicitation of input from students, parents, school administrators at the secondary and post-secondary level, teachers at the secondary and post-secondary level, and the business community in the region served by a career and technical education center and consideration of that input in the development and implementation of:

a.  Competency-based curriculum;

b.  State performance indicators relating to data-driven curriculum and student assessment;

c.  Formulation of short- and long-range improvement plans;

d.  Use of technology in support of all school operations; and

e.  Providing customized professional development for teachers in the areas of businesses, industry, labor, and government as they relate to economic trends and programming at the center;

(9)  Relationship of career and technical education to all other curricular areas, integrating these areas consistent with RSA 193-C:3, III and all aspects of industry into the career and technical program curriculum;

(10)  Implementation of the federal, state, and local laws and policies relating to legal requirements for schools, contract management and safe environments and incorporating appropriate safety standards in all learning areas; and

(11)  Participation in professional organizations relating to career and technical education and career and technical administration.

Source. #10245, eff 12-21-12; amd by #10951, eff 10-20-15; ss by #13655, eff 7-1-23 (formerly Ed 506.09)

PART Ed 507 REQUIREMENTS AND CERTIFICATION FOR EDUCATIONAL PERSONNEL IN SPECIFIC AREAS

Ed 507.01 RESERVED

Ed 507.02 Career and Technical Education (CTE) Specialty Area Teacher.

(a)  In addition to meeting the requirements for specialty licensure under Ed 507.03, a teacher of career and technical education (CTE) shall have the qualifications listed in (c) below.

(b) Educators holding a CTE specialty endorsement shall be allowed to teach classes in a content area for which they hold a CTE endorsement in schools with or without a CTE center, and in feeder programs for that content area beginning in grade 5.

(c)  Qualifications for a CTE teacher shall include the following skills, competencies, and knowledge:

(1)  Comprehension of:

a.  The global economy, including:

1.  The changing nature of the labor market;

2.  Occupational analysis utilizing multiple data sources; and

3.  Industry needs, locally, regionally, and nationally;

b.  Relevance and rigor for CTE programs, including:

1.  Program advisory committees;

2.  Statutes and rules governing CTE;

3.  Third party technical skill assessments;

4.  Academic and CTE content standards;

5.  CTE program competency knowledge; and

6.  Safety regulations and laws;

c.  Pedagogy, assessment, and student needs in CTE, including:

1. Research-based practices in CTE curriculum and instruction;

2. Lab-based lesson planning and assessment; and

3. Special education individualized education placement (IEP) and 504 plan accommodations and requirements specific to CTE environments;

d. Career pathways into the workplace, including:

1. State and national licensure requirements and options;

2. Employability and workplace skills; and

3. Workplace and labor laws; and

e. Career pathways into postsecondary education, state-licensed career schools, and registered apprenticeships, including:

1.  Nationally recognized technical skills assessments with certifications;

2.  Academic and technical expectations for postsecondary programs; and

3.  Employability and workplace skills; and

(2)  Ability to:

a.  Work collaboratively with colleagues, the community, business and industry, and postsecondary programs to develop CTE programs that will prepare students for college and career readiness;

b.  Integrate academic, industry, and technical content into a program that meets all necessary competencies and standards for local, state, and federal requirements;

c.  Use data effectively to ensure continuous program improvement; and

d.  Develop and sustain programs that prepare students for careers in that field.

Source. #2055, eff 6-16-82; amd by #2066, eff 8-1-82; #2714, eff 5-16-84; amd by #2965, eff 1-23-85; ss by #4851, eff6-25-90; ss by #6083, eff 8-22-95; ss by #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8229, eff 12-17-04; amd by #9974, eff 8-12-11; ss by #10506, eff 1-17-14; ss by #14141, eff 8-15-24

Ed 507.03 Career and Technical Education (CTE) Specialty License.

(a) An individual seeking licensure as a CTE teacher in a specialty area shall:

(1) Meet the professional education requirements listed in Ed 505.03; and

(2) Meet the skills, competencies, and knowledge qualifications for licensure as required in Ed 507.02(c).

(b)  In addition to the requirements in (a) above, an individual shall meet one of the following entry-level requirements to be licensed as a CTE teacher in a specialty area:

(1)  Have completed a bachelor’s degree or higher with a major or concentration related to the CTE field of the sought endorsements;

(2)  Meet the following qualifications:

a.  Have completed an associates degree related to the CTE field of the sought endorsement; and

b. Document a minimum of 2 years of successful full-time working experience in the related CTE field of the sought endorsement;

(3) Meet the following qualifications:

a. Have completed a state-approved certification program related to the CTE field of the sought endorsement; and

b. Document a minimum of 4 years of successful full-time working experience in the related CTE field of the sought endorsement; or

(4)  Meet the following qualifications:

a.  Have obtained a high school diploma; and

b. Document a minimum of 6 years of successful full-time working experience in the related CTE field of the sought endorsement.

(c)  In addition to the requirements listed in (a) and (b) above, the individual shall hold the applicable state or national licensure, certification, or registration for the related CTE field of the sought endorsement.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8229, eff 12-17-04, EXPIRED: 12-17-12

New. by #10506, eff 1-17-14; ss by #14141, eff 8-15-24

Ed 507.04 RESERVED

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96; rpld by #7923, eff 7-24-03

New. #8229, eff 12-17-04; ss by #10246, eff 12-21-12; rpld by #13634, eff 5-12-23

Ed 507.05 Technology and Engineering Teacher.

(a) To be certified as a technology and engineering teacher a candidate shall:

(1) Have at least a bachelor’s degree; and

(2) Qualify for certification under one of the alternatives in Ed 505.01 – Ed 505.05.

(b) A candidate for certification as a technology and engineering teacher shall have skills, competencies, and knowledge in the following areas:

(1) In the area of curriculum and instruction, the candidate shall have the ability to plan and implement units, projects, and lessons based on design process, including, but not limited to:

a. Defining a problem by brainstorming or other methods;

b. Researching and generating ideas;

c. Selecting an approach after:

1. Identifying the criteria to be applied;

2. Specifying any constraints; and

3. Exploring various possible approaches;

d. Developing a design proposal;

e. Making a model or prototype;

f. Testing and evaluating the design;

g. Refining the design;

h. Producing and marketing the product; and

i. Communicating the processes and results;

(2) In the area of process skills, the candidate shall have the ability to model, teach, and encourage the development of:

a. Math and science skills;

b. Time management skills;

c. Oral, written, and technological communication skills;

d. Problem solving strategies;

e. Persistence and entrepreneurship;

f. Technological documentation; and

g. Collaborative group process and leadership skills;

(3) In the area of safety, the candidate shall demonstrate the ability to model, teach, and encourage safe and efficient habits in the application of tools, materials, and technologies;

(4) In the area of knowledge of content, the candidate shall demonstrate the ability to apply a design and development process in one or more technologies listed below:

a. Medical technologies;

b. Agricultural technologies;

c. Biotechnologies;

d. Energy and power technologies;

e. Information and communications technologies;

f. Transportation technologies;

g. Manufacturing technologies;

h. Construction technologies;

i. Robotics and automation technologies; and

j. Emerging technologies; and

(5) In the area of technology and society, the candidate shall have the ability to integrate information involving:

a. Careers;

b. History of technology;

c. Engineering design ethics;

d. Emerging technologies; and

e. Social and economic impacts.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8229, eff 12-17-04; ss by #9974, eff 8-12-11; ss by #12844, eff 8-9-19

Ed 507.06 RESERVED

Ed 507.07 RESERVED

Ed 507.08 RESERVED

Ed 507.09  Visual Arts Teacher.  The following requirements shall apply to the licensure of a visual arts teacher in grades K-12:

(a)  To be licensed as a visual arts teacher, the candidate shall have:

(1)  At least a bachelor’s degree; and

(2)  Qualify for licensure under one of the alternatives in Ed 505.05 – Ed 505.07; and

(b)  A candidate for licensure as a visual arts teacher shall have the following skills, competencies, and knowledge through a combination of academic and supervised practical experiences in following areas:

(1)  In the area of personal artistry and art making:

a.  Artistic knowledge demonstrated through a personal portfolio of artwork exhibiting synthesis of concept development, personal voice, and technical skill in at least one medium;

b.  Breadth of artistic knowledge demonstrated through a personal portfolio exhibiting development of technical skills and processes in each of the following art forms:

1.  Two-dimensional techniques and processes, such as:

(i)  Observational drawings including objects, environment, and the figure and expressive drawing;

(ii)  Painting; and

(iii)  Printmaking;

2.  Three-dimensional techniques and processes, such as:

(i)  Ceramics; and

(ii)  Sculpture;

3.  New and emerging digital and electronic technologies, such as:

(i) Free online programs; and

(ii) Visual application software; and

4.  One or more additional media, such as:

(i)  Fiber arts;

(ii)  Photography;

(iii)  Mixed media and materials;

(iv)  Cultural art forms;

(v)  Jewelry;

(vi)  Installation; and

(vii)  Non-traditional materials;

c.  Applying the creative process to the development of composition, subject matter, ideas, and selection of media, as demonstrated through a personal portfolio of artwork;

d.  Developing a personal statement or philosophy to be included in a personal portfolio of artwork that demonstrates an integration of personal iconography and ideas using a breadth of media techniques, styles, and forms of expression;

e.  A range of artistic methodologies from exploration to mastery for a variety of media, materials, and processes, showing related techniques and tools including proper care, safety, and use; and

f. Critically evaluating their own artwork and the works of other artists through oral and written discourse;

(2)  In the area of visual literacy and presentation:

a.  Synthesizing foundational vocabulary to inform and develop a range of subject matter, symbols, and ideas in the creation and analysis of art including:

1.  Elements including line, space, color, shape, form, value, and texture; and

2.  Principles of design including balance, proportion, emphasis and contrast, unity and harmony, pattern, movement, and rhythm;

b.  Analyzing the expressive, representational, and symbolic characteristics of the visual language;

c.  Displaying, presenting, and exhibiting artwork in a variety of settings, platforms of technology, and in diverse contexts that are educationally informative to multiple audiences;

d. Proficiency in the presentation of written and oral artist statements, exhibition statements, or both; and

e.  Understanding copyright law and fair use practices in relation to personal art making;

(3)  In the area of history, culture, and aesthetic context:

a.  Interpreting and responding to ideas, experiences, the environments of the visual arts of various cultures, and cultural constructs and influences;

b. The ability to recognize the importance of art in different cultures and the different symbolic meanings;

c.  An understanding of global art history and how visual art is an integral component of history and the human experience from early cultures to contemporary times; 

d.  Identifying, analyzing, and applying criteria for making visual aesthetic judgments from cultural, historical, and personal perspectives; and

e.  The ability to reflect on and assess one’s artwork and the work of others, recognizing and considering a variety of viewpoints and using methods of art criticism; and

(4)  In the area of curriculum and assessment:

a.  Designing and advocating for a comprehensive K-12 visual arts program that:

1.  Facilitates the development of artistic skill, creative processes, and aesthetic understanding sequentially over time, with opportunities for students to self-assess and reflect;

2.  Is consistent with RSA 193-C: 3, III;

3.  Includes art making and other materials appropriate to the diverse needs, interests, and capacities of all students;

4.  Includes opportunities and resources available beyond the visual art classroom, such as:  

(i) Museums;

(ii) Galleries;

(iii) Artist studios;

(iv) Community artists; and

(v) Recognition programs;

5.  Can be made available to all students by designing and constructing modifications to visual art tools and materials that meet unique student needs;

6.  Integrates global art history into the visual art curriculum by making traditional, popular, and contemporary art from a wide range of cultures accessible and available to students;

7. Plans and implements lessons that connect thinking skills, concepts, and themes among the visual arts and other disciplines to create meaning through art making;

8.  Integrates current technologies and multimedia to enhance and develop curricula that allows students opportunities to make art and document and display their artwork through the use of various media;

9.  Introduces students to a variety of career options and assists students in investigating career options, when appropriate; and

10.  Guides students in the creation of their personal and professional portfolios, when appropriate; and

b.  Developing and applying multiple formal and summative assessment methods specific to visual art to determine students’ attainment of art-based competencies.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8229, eff 12-17-04, EXPIRED: 12-17-12

New. .#10506, eff 1-17-14, EXPIRED: 1-17-24

New. #13902, INTERIM, eff 3-15-24, EXPIRES: 9-11-24; ss by #14050, eff 8-15-24

Ed 507.10 Associate School Psychologist. To be certified as an associate school psychologist, an individual shall meet the following entry level requirements:

(a) Completion of a state board of education approved master’s level program in clinical or school psychology; and

(b) A written statement, filed with the bureau, that names the person who will supervise the associate school psychologist.

(c) The supervisor shall be:

(1) Certified as a school psychologist under Ed 507.08;

(2) Certified as a psychologist by the New Hampshire board of mental health practice; or

(3) Employed as a psychologist with a community mental health center.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96; rpld by #7923, eff 7-24-03

New. #8667, eff 7-1-06; EXPIRED: 7-1-14

Ed 507.11 Elementary Education Teacher.

(a)  To be licensed as an elementary education teacher for grades K-6, the candidate shall:

(1)  Have at least a bachelor’s degree;

(2)  Qualify for licensure under one of the alternatives in Ed 505.05 – Ed 505.07; and

(3)  Complete the requirements in (c) below.

(b)  To be licensed as an elementary education teacher for grades K-8 the candidate shall:

(1)  Have at least a bachelor’s degree;

(2)  Have a content concentration in English language arts, mathematics, social studies, or general science;

(3)  Have a passing middle school content Praxis II score in the given content area listed in (2);

(4)  Qualify for licensure under one of the alternatives in Ed 505.05 – Ed 505.07; and

(5)  Complete the requirements in (c) below.

(c)  A candidate for licensure as an elementary education teacher for grades K-6 or K-8 shall have the following skills, competencies, and knowledge developed through a combination of academic and supervised practical experiences in the following areas:

(1)  In the area of curriculum and assessment, demonstrate the ability to promote student learning in:

a.  Literacy and language arts across media, genres, and content areas through knowledge and application of:

1.  Five components of basic early literacy:

(i)  Phonemic awareness;

(ii)  Phonics;

(iii)  Fluency;

(iv)  Vocabulary; and

(v)  Comprehension;

2.  Text complexity measures, qualitative, quantitative, reader and task, and other strategies to identify and select appropriate text;

3.  The writing process to compose a variety of text types and structures including informational, opinion, research, and narrative, in print and digital formats on and off-line;

4. Standard English and English language conventions to speaking and writing including:

(i)  Usage;

(ii) Spelling;

(iii)  Grammar;

(iv)  Mechanics;

(v)  Syntax; and

(vi)  Semantics;

5. Speaking and listening skills through the use of effective communication, collaboration, and presentation skills demonstrated in diverse formats, for varied audiences and purposes;

6.  Gross motor, fine motor, and graphomotor skills and their relationship to reading, writing, handwriting, and other literacy learning; and

7.  Characteristics of the 3 tiers of words, every-day language, general academic words, and domain-specific words;

b.  Mathematics across content areas through knowledge and application of:

1.  Conceptual and procedural knowledge with:

(i)  Counting and cardinality;

(ii)  Operations and algebraic thinking;

(iii)  Number and operations;

(iv)  Measurement and data;

(v)  Geometry;

(vi)  Ratios and proportional relationships;

(vii)  Number systems;

(viii)  Expressions and equations; and

(ix)  Statistics and probability; and

2.  Mathematical practices to include:

(i)  Solving to mastery;

(ii)  Abstract and quantitative reasoning;

(iii)  Constructing arguments and critiquing student reasoning;

(iv)  Modeling and strategic use of mathematical tools and manipulatives;

(v)  Attention to precision;

(vi)  Finding and making use of structure; and

(vii)  Expressing regularity in repeated reasoning;

c.  Social studies through knowledge and application of:

1.  Basic concepts in the 5 strands of social studies:

(i)  Civics;

(ii)  Economics;

(iii)  Geography;

(iv)  NH, US, and world history; and

(v)  Contemporary issues;

2.  The 10 themes of social studies:

(i)  Culture;

(ii)  Time, continuity, and change;

(iii)  People, places, and environments;

(iv)  Individual development and identity;

(v)  Individuals, groups, and institutions;

(vi)  Power, authority, and governance;

(vii) Production, distribution, and consumption;

(viii)  Science, technology, and society;

(ix)  Global connections and civic ideals and practices; and

(x)  Their interdisciplinary nature;

d.  Science through knowledge and application of:

1.  Basic concepts, structure of knowledge, and history in the 4 domains of science:

(i)  Earth and space science;

(ii)  Life science;

(iii)  Physical science; and

(iv)  Engineering, technology, and applications of science; and

2.  The scientific method through the use of the observation and inquiry processes; and

e.  Technology and information literacy through knowledge and application of:

1. The ability to develop and use spreadsheets, data systems, analysis tools, and statistical measures;

2.  Digital citizenship, ethics, and internet safety; and

3.  How to use changing instructional technologies in daily instruction;

(2)  In the area of communication and collaboration, demonstrate the ability to promote student learning through:

a.  Knowledge of the roles, responsibilities, and interdependency of  personnel indigenous to elementary schools; and

b.  Application of technology as a tool to communicate with members of the professional community and parents; and

(3)  In the area of integration across content areas, demonstrate the ability to promote student learning through knowledge and application of:

a.  Visual arts, music, theatre, dance, and media arts; and

b.  Health, wellness, and safety.

Source. #6349, eff 10-5-96; rpld by #7923, eff 7-24-03

New. #8725, eff 9-9-06; ss by #10558, eff 3-27-14; ss by #14047, eff 8-15-24, EXPIRES: 8-15-34

Ed 507.12 RESERVED

Ed 507.13 Driver Education Teacher.

Source. #6349, eff 10-5-96; rpld by #7923, eff 7-24-03

New. #8667, eff 7-1-06, EXPIRED: 7-1-14

Ed 507.14 RESERVED

Ed 507.15 Health Educator. A candidate for certification as a health educator shall have the following skills, competencies and knowledge through a combination of academic experiences and demonstrated competency:

(a) In the area of health-related content knowledge of human biology, social science, and psychology, knowledge of:

(1) Substance use and abuse including alcohol, tobacco, and other drugs;

(2) Injury and violence prevention, safety, first aid and CPR;

(3) Healthful eating and nutrition concepts;

(4) Family life, healthy relationships, and child abuse prevention;

(5) Comprehensive sexuality education, including developmentally-appropriate abstinence education, preventing HIV/AIDS and other sexually transmitted infections in accordance with RSA 189:10;

(6) Behavioral and emotional health, including suicide prevention;

(7) Personal, community and consumer health, including prevention and control of disease; and

(8) Health-enhancing skills as outlined in the 2007 “National Health Education Standards” from the Joint Committee on National Health Education Standards.

(b) Knowledge of theories of health behavior and health behavior change;

(c) Competency in collaborating with school and community resources and in integrating health concepts and skills across content areas to create a coordinated school health program; and

(d) Knowledge of cultural, ethical, and legal rights and responsibilities involving a school health education program, including the ability to reference New Hampshire statutes pertaining to school health education.

Source. #6349, eff 10-5-96, EXPIRED: 10-4-04

New. #11111, eff 5-7-16

Ed 507.16 Physical Education Teacher. The following requirements shall apply to the certification of a physical education teacher in grades K-12:

(a) To be certified as a physical education teacher, the candidate shall have at least a bachelor’s degree.

(b) The department of education shall assess the skills, competencies and knowledge of candidates for certification as physical educators by reviewing evidence, such as, but not limited to, college course work, documented professional experience, letters of recommendation, professional development hours or CEU’s, and artifacts of professional practice.

(c) A candidate for certification as a physical education teacher shall have the following skills, competencies and knowledge through a combination of academic experiences and demonstrated competency in the following areas:

(1) In the area of scientific and theoretical knowledge:

a. Describe and apply physiological and biomechanical concepts related to:

1. Skillful movement;

2. Physical activity; and

3. Fitness;

b. Describe and apply motor development theory and principles related to:

1. Skillful movement;

2. Physical activity; and

3. Fitness;

c. Describe and apply motor learning theory and principles related to:

1. Skillful movement;

2. Physical activity; and

3. Fitness;

d. Analyze and correct critical elements of motor skill performance;

e. Identify historical, philosophical, and social perspectives of physical education issues;

and

f. Identify specific federal and state legislation relative to the rights of students;

(2) In the area of skill-based and fitness-based competence:

a. Demonstrate or cause to be demonstrated competence in motor skill performance for a variety of physical activities and movement patterns including:

1. Fundamental movement;

2. Sports-related;

3. Dance-related; and

4. Health-related fitness; and

b. Demonstrate, or cause to be demonstrated, performance concepts related to skillful movement in a variety of authentic physical activity environments; and

(3) In the area of pedagogical content knowledge:

a. Design and implement lesson and unit plans linked to program and instructional goals that support the needs of all students;

b. Develop and implement developmentally appropriate, measurable, performance-based goals and objectives aligned with local, state, and/or national standards;

c. Plan and implement progressive and sequential content that is aligned to instructional goals and objectives and addresses the diverse needs of all students;

d. Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives;

e. Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences;

f. Utilize managerial rules, routines, and transitions to create and maintain a safe and effective learning environment;

g. Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment; and

h. Demonstrate effective verbal and nonverbal communication that conveys respect and sensitivity.

Source. #6349, eff 10-5-96; ss by #7924, eff 7-24-03; ss by #8667, eff 7-1-06; amd by #9306, eff 10-25-08; amd by #10951, eff 10-20-15

Ed 507.17  ESOL Teacher.

(a)  In this section, the following definitions shall be used:

(1) “English for Speakers of Other Languages” (ESOL) means a program that teaches students from different home language backgrounds to become proficient in academic and social English;

(2) “English language development” (ELD) means a specifically designed instruction to advance English learners’ knowledge and use of English;

(3) “English learner (EL),” means an individual who uses language(s) in addition to English. The term includes “English language learner” (ELL), or “Multilingual learner” (ML); and

(4) “Language domains” means listening, speaking, reading, and writing skills.

(b)  To be eligible for licensure as an ESOL teacher in grades K-12, the candidate shall:

(1)  Have at least a bachelor’s degree;

(2)  Qualify for licensure through an approved program or under one of the alternatives in Ed 505.01 – Ed 505.06;

(3) Demonstrate language proficiency in oral and written English in social and academic settings for ELs; and

(4) Have had the experience of studying a second language, which may include American Sign Language, by one of the following:

a. Successfully completing at least 2 semesters of a second language at the college level; or

b. Demonstrating equivalent competence in another language through residency abroad of at least 6 months or evidence of being a native or heritage speaker.

(c)  The candidate for licensure as an ESOL teacher shall have the following skills, competencies, and knowledge through a combination of academic and supervised practical experiences in the following areas:

(1)  In the area of language as a system, the candidate shall:

a. Recognize language as a dynamic system for communication, including language development as an interactive social process;

b. Demonstrate knowledge of phonology, morphology, syntax, semantics, sociolinguistics, and pragmatics and uses that knowledge to support ELD;

c.  Explain the key language features that are used across multiple disciplines and emphasize the way language is used for functional purposes;

d.  Actively engage with student study teams to provide information about the different aspects of the language systems of multilingual learners to help differentiate between a language difference and a potential language disability; and

e.  Define language development as a non-linear process, dependent on factors including students’ background knowledge, former educational experiences, and home literacy practices;

(2)  In the area of language development, the candidate shall:

a. Analyze and critically evaluate current and historical theories and evolving research around multilingual teaching, language development, and learning to inform instructional methodology to improve student outcomes;

b. Apply knowledge of educational theory and policy factors to support program planning, instruction, and advocacy in the education of ELs;

c. Recognize that ELs develop content knowledge and language simultaneously; and

d.  Cultivate a classroom environment in which each EL student is comfortable taking risks and using language;

(3)  In the area of culture in student learning, the candidate shall recognize variables that affect language, as evidenced by the following:

a. Encouraging students to reflect on the role of language in their lives, within their communities, and between minority and dominant groups in the U.S.;

b.  Identifying cultural and sociolinguistic variables that affect students’ English language development, including common myths and misconceptions held about ELs;

c.  Using culturally responsive curriculum and materials to promote an inclusive environment;

d.  Understanding personal experiences can impact an individual’s teaching and learning philosophy, leading to a more inclusive classroom environment through cross-cultural awareness; and

e. Understanding the impact of culture on language learning, school achievement, and acculturation theories, research, and principles;

(4)  Using methods informed by current research in curriculum and instruction, the candidate shall:

a.  Use both ELD and content standards to plan and implement instruction;

b.  Provide ELs with opportunities to engage in content-specific tasks that simultaneously build grade-level knowledge, skills, and language competence; 

c. Differentiate instruction to include activities that integrate multiple modalities of communication across all language domains, including translanguaging;

d.  Develop instruction based on ongoing assessment and observation of students’ linguistic needs, and purposefully select materials to expose students to increasingly complex language;

e. Implement activities and materials that develop authentic uses of language as students learn academic vocabulary and content area material using a variety of resources including but not limited to technology, print, and realia;

f. Deliver explicit instruction about the characteristics of oral language to help ELs express themselves accurately in social and academic settings;

g. Deliver explicit instruction about the characteristics of written language structures to help ELs with reading comprehension and written expression; and

h. Employ flexible and fluid group structures to promote language production through a blend of partner work, small group, large group, and whole class activities that include different group configurations for different language goals;

(5)  In the area of assessment, the candidate shall demonstrate an understanding of various assessments, including benefits and limitations as they affect ELs, as follows:

a.  For standardized assessments:

1.  Meeting local, state, and federal laws, policies, and uniform procedures regarding assessment of English learners including identification, placement, and reclassification requirements;

2.  Advocating for valid and reliable assessment of students during the special education determination process, and ensure that the analysis of assessment results reflects their students’ status as English learners;

3.  Collaborating with colleagues to identify appropriate accommodations when applicable; and

4.  Using assessment results to plan instruction, monitor student progress, and report on student growth; and

b.  For formative and summative assessments:

1.  Demonstrating knowledge of a range of standards-based and performance‐based assessment tools that measure ELs’ progress;

2.  Analyzing and interpreting assessment data, teacher observations, and other information to determine students’ level of support within the Language Instruction Educational Program (LIEP);

3.  Recognizing key indicators of valid and reliable assessment instruments;

4. Developing and using assessment instruments to measure students’ language across all language domains; and

5. Communicating that it is possible to meet the competency of most standards without possessing native-like control of English conventions and vocabulary; and

(6)  In the area of professionalism, the candidate shall:

a.  Understand the laws and policies affecting linguistic minorities in the U.S., including those which govern the educational rights of ELs;

b. Understand the scope, including the benefits and limitations of, LIEP models such as, but not limited to:

1. ESL;

2. Content classes with integrated ESOL support;

3. Newcomer programs;

4. Bilingual education; and

5. Dual language;

c.  Collaborate with classroom teachers and staff to provide comprehensive, appropriate educational opportunities for ELs in school;

d. Actively promote family involvement through regular outreach and communication to strengthen student outcomes;

e.  Support EL students and families by sharing information and resources available within the school and community;

f. Maintain up-to-date knowledge of cultural conflicts and world events that might have an impact on students’ learning and acculturation; and

g. Advocate on behalf of students with limited or interrupted formal education (SLIFEs) and alternative pathways to completion for SLIFEs at the secondary level.

Source. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8229, eff 12-17-04; ss by #10276, eff 2-22-13; ss by #13719, eff 8-11-23

Ed 507.18 Early Childhood Education Teacher.

(a) In this section, “young” means a child who is of pre-K age through grade 3.

(b) To be considered for an early childhood education teacher statement of eligibility, as described in Ed 505.06, a candidate shall have at least a bachelor's degree.

(c) To be eligible for licensure as an early childhood education teacher for birth through grade 3 under any of the pathways described in Ed 505.05 through Ed 505.07, a candidate shall have the following skills, competencies, and knowledge:

(1) In the area of early child development and learning, the ability to:

a. Use knowledge and understanding of young children's developmental characteristics and needs to inform curriculum planning and instruction;

b. Use understanding of the multiple interacting influences on young children's development and learning to individualize their planning and instruction; and

c. Create environments that are healthy, respectful, supportive, and challenging for all young children, including, but not limited to, young children:

1. With developmental delays or disabilities;

2. Who are gifted and talented;

3. Whose families are culturally and linguistically diverse;

4. From diverse socioeconomic groups; and

5. Who have individual learning styles, strengths, and needs;

(2) In the area of family and community relationships, the ability to:

a. Use knowledge and understanding of the complex characteristics of young children's families to establish positive relationships with the families of young children in the classroom;

b. Use knowledge and understanding of the complex characteristics of community life to develop an understanding of:

1. The community in which the individual teaches;

2. How to access the resources available to young children and families, guardians, or both; and

3. Ways of connecting families, guardians, or both to those resources;

c. Involve all families, guardians, or both in the young child's development and learning through respectful, reciprocal relationships and using multiple strategies and approaches; and

d. Use community resources to enhance the curriculum;

(3) In the area of observing, documenting, and assessing to support young children and families, guardians, or both, the ability to:

a. Know about and understand the goals, benefits, and uses of formal and informal assessment;

b. Demonstrate understanding of responsible assessment practices that are ethically, culturally, linguistically, developmentally, and individually appropriate;

c. Use effective assessment strategies, including, but not limited to, systematic observations and documentation, to identify areas of growth and challenge in individual children;

d. Adapt and improve instructional programs based upon formal and informal assessment; and

e. Implement and evaluate assessments in partnership with families, guardians, or both, and other professionals;

(4) In the area of teaching and learning, the ability to:

a. Know, understand, and use positive relationships and respectful, supportive interactions with all young children as the foundation for curriculum and instruction;

b. Know, understand, and use a wide repertoire of effective approaches, strategies, and tools to positively influence all young children's development, behavior, and learning including both teacher-directed learning and student-directed learning;

c. Know and understand the importance of each domain and content area in young children's learning, including:

1. Understanding the essential concepts and tools of inquiry; and

2. Identifying resources to deepen the candidate's content knowledge;

d. Demonstrate knowledge and understanding of what is important in each content area, why it is important, and how it links with earlier and later understandings;

e. Integrate content areas across the curriculum, including project-based learning, hands on learning, and play-based learning;

f. Use knowledge and other resources to plan, design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and positive learning outcomes for all young children; and

g. Use technology as an instructional tool in developmentally appropriate ways for the setting in which the candidate teaches, and for communication with families, guardians, or both;

(5) In the area of early childhood content, demonstrate knowledge in the content central to the early childhood curriculum for birth through grade 3 in the central concepts, skills, and tools of inquiry of the following areas:

a. Language and literacy, including bilingualism and the needs of English language learners, including, but not limited to:

1. Knowledge of expressive and receptive language development listening and speaking and their role in literacy development;

2. The process of learning to read, including phonetic awareness, phonics, fluency, vocabulary, and reading comprehension;

3. Reading strategies and skills, and the features of young children's literature;

4. The process of learning to write, writing modes and forms, and conventions of written English; and

5. The major indicators of and accommodations for common learning difficulties in reading, writing, speaking, listening, and viewing;

b. The arts, including understanding the importance of the creative process and aesthetic development for all young children and articulating the importance of high-quality, meaningful arts experiences to meet the developmental needs and support all young children's creative expression, in the areas of:

1. Open-ended pretend play, such as dramatic play and storytelling;

2. Music, experienced by listening to a variety of musical styles, moving to music, and creating music and rhythms with instruments and voice;

3. Creative movement and dance;

4. The visual arts using a variety of 2-dimensional and 3-dimensional media, including, but not limited to paint, clay, dough, drawing tools, and collage; and

5. The performing arts, including, but not limited to puppets, role play, and creative dramatics;

c. Mathematics, including the major indicators of and accommodations for common learning difficulties in mathematics and the ways in which young children demonstrate their understanding of mathematics, including but not limited to the following:

1. Mathematics process skills, including:

(i) Representation;

(ii) Reasoning;

(iii) Communication;

(iv) Problem solving; and

(v) Making connections;

2. Number and operations;

3. Geometry and spatial sense;

4. Measurement;

5. Patterns and algebra, including, but not limited to, patterns and relationships in arithmetic; and

6. Displaying and analyzing data;

d. Health and physical activity, including articulating the importance of a high-quality, meaningful health and wellness curriculum to meet the developmental needs of all young children, in the areas of:

1. Physical activity, including, but not limited to, knowledge of the typical progression of motor development, fine and gross motor skills, movement and body awareness, physical fitness, personal safety, and the benefits of a healthy, active lifestyle;

2. Health and wellness, including, but not limited to, nutrition, personal hygiene, disease prevention, and making decisions that promote a healthy lifestyle; and

3. Social and emotional wellness and their influence on development and learning in the content areas;

e. Science, including the unifying science concepts of systems, cycles, constancy and change, form and function; and the ways in which young children demonstrate their understanding of science; in the areas of:

1. Science process skills, including, but not limited to:

(i) Observing;

(ii) Asking questions;

(iii) Collecting, analyzing, and interpreting data;

(iv) Constructing and testing explanations or solutions to problems;

2. Physical science and the basic phenomena of the physical world;

3. Earth and space science and the basic phenomena of earth and space; and

4. Life science and the study of living organisms and life systems; and

f. Social studies and the ways in which young children demonstrate their understanding of social studies, including, but not limited to:

1. Social studies process and perspective skills;

2. Identity and individual development;

3. Families, neighborhoods, and communities;

4. Culture and cultural identity;

5. People, geography, and economics;

6. Time and patterns of time, continuity, and change; and

7. Social relations and civics and government; and

(6) In the area of professionalism, the ability to:

a. Know and comply with federal and state laws and regulations pertaining to the education, health, and safety of young children;

b. Collaborate with school colleagues, families, other professionals, and the community to meet the needs of young children and improve professional practice;

c. Demonstrate knowledgeable, reflective, and critical perspectives on one's work, and make informed decisions that integrate knowledge from a variety of perspectives; and

d. Advocate for sound educational practices and public policies that support young children, families, guardians, or both, and early childhood education.

(d) The early childhood education license shall qualify a teacher to provide instruction to young children, with or without disabilities, from birth through grade 3.

Source. #6349, eff 10-5-96; rpld by #7923, eff 7-24-03

New. #9305, eff 10-25-08; amd by #10130, eff 5-18-12; ss by #13484, eff 11-11-22

Ed 507.19 RESERVED

Ed 507.20 RESERVED

Ed 507.21 RESERVED

Ed 507.22 RESERVED

Ed 507.23 RESERVED

Ed 507.24 English Language Arts Teacher For Grades 5-12.

(a) To be certified as an English language arts teacher for grades 5-12, the candidate shall:

(1) Have at least a bachelor’s degree; and

(2) Obtain certification through one of the alternatives in Ed 505.01 – Ed 505.05 having also met the requirements of (c) below.

(b) For candidates seeking certification under an alternative 3, 4, or 5 pathway, the department of education shall assess the skills, competencies and knowledge of candidates for certification as educators in English language arts by reviewing evidence, such as, but not limited to, college course work, documented professional experience, letters of recommendation, professional development hours or CEU’s, and artifacts of professional practice.

(c) A candidate for certification as an English language arts teacher for grades 5-12 shall have skills, competencies and knowledge in the following areas:

(1) In the area of language uses, knowledge of:

a. The cognitive processes by which children acquire and use primary and secondary languages;

b. The social, cultural, psychological, and economic factors that affect language learning;

c. The grammatical structures and conventions of standard English usage;

d. How language changes and develops over time;

e. How diction, tone, and voice vary according to audience;

f. How language can convey bias, propaganda, persuasion, and points of view; and

g. The nature and needs of students whose primary language is not English;

(2) In the area of reading, knowledge of:

a. The fundamental processes of reading at the literal, inferential, and evaluative levels;

b. The criteria used to evaluate and select appropriate fiction, non-fiction, and informational materials based on students’ needs and interests;

c. The techniques to evaluate students’ reading comprehension; and

d. The metacognitive processes and strategies, which are the awareness of the thoughts employed to analyze an issue or complete a task, readers use to construct meaning from print;

(3) In the area of writing, knowledge of:

a. Various modes of writing for a variety of purposes and audiences, including, but not limited to, conducting short as well as more sustained research projects based on focused questions, while demonstrating the understanding of the subject under investigation;

b. Writing as a recursive and multi-step process; and

c. The use of rubrics for holistic and analytic scoring of writing;

(4) In the area of literature, knowledge of:

a. How literature can be a source for exploring and interpreting human experience;

b. The rhetorical and literary elements of literature;

c. Significant developmentally appropriate works and literary movements concerning or authored by people of various shared traditions, beliefs, customs, genders and ethnicities to include:

1. American literature;

2. British literature;

3. World literature;

4. Young adult literature;

5. Literature by and about women; and

6. Literature by and about minorities;

d. How significant works relate to and influence each other in terms of:

1. Genre;

2. Theme or style; and

3. Social and intellectual contexts; and

e. Strategies for analysis, interpretation, and evaluation of various works in the following major genres:

1. Fiction;

2. Non-fiction;

3. Drama;

4. Poetry;

5. Informational texts; and

6. Media;

(5) In the area of speaking and listening, knowledge of:

a. The strategies speakers use to present information, ideas, and feelings in a range of social contexts from informal to formal discourse; and

b. The processes speakers use to adjust a spoken message for different audiences and purposes;

(6) In the area of media literacy, knowledge of:

a. How media and technology can be used to present and interpret the human experience;

b. How visual and informational media can support or distort messages;

c. How to select and use digital resources to support and enhance instruction; and

d. How to make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations; and

(7) In the area of language uses pedagogy, the ability to:

a. Apply and model grammatical rules in reading and writing;

b. Explain how the application of grammatical rules affects meaning;

c. Show how diction, tone, and voice vary according to audience;

d. Trace how English has changed and developed over time;

e. Distinguish and appreciate regional, ethnic, and standard dialects;

f. Model how language functions in different contexts and how to make effective choices about meaning or style;

g. Apply and model strategies to determine or clarify the meaning of unknown or multiple meaning words;

h. Show how figurative language, word relationships and nuances in word meaning changes meaning; and

i. Address the literacy needs of students whose primary language is not English;

(8) In the area of reading pedagogy, the ability to:

a. Guide students to employ a variety of reading strategies according to their purpose for reading at the literal, inferential, and evaluative levels;

b. Design instruction to assist students’ comprehension with increasing text complexity;

c. Design instruction to enhance students’ strategies to expand their vocabulary;

d. Foster and promote independent and reflective readers who enjoy reading; and

e. Implement a variety of assessments to evaluate, monitor, and adjust instruction;

(9) In the area of writing pedagogy, the ability to:

a. Model and guide students as they plan, draft, revise, edit, publish, and share writing for a variety of purposes;

b. Develop students’ competence with writing on demand, writing to learn, writing to demonstrate understanding, and writing creatively;

c. Offer constructive and focused response to students’ writing;

d. Present authors’ works as models to encourage diversity in students’ writing;

e. Guide students in proofreading their work with an understanding of how audience, purpose, and formality of form impact language usage; and

f. Implement a variety of assessments, including student writing portfolios, to monitor and evaluate student growth and adjust instruction;

(10) In the area of literature pedagogy, the ability to:

a. Provide opportunities and guide students to analyze, evaluate, and appreciate literature;

b. Provide an environment in which students develop and support critical insights in response to literature;

c. Guide students to read, discuss, and write about literature through various critical lenses such as but not limited to gender, religion, ethnicity, or socio-economic conditions as appropriate; and

d. Guide students in the understanding and appreciation for literary devices and rhetorical strategies;

(11) In the area of speaking and listening pedagogy, the ability to:

a. Provide opportunities for students to practice different forms of classroom discourse, including formal and informal conversations and presentations;

b. Explain how speakers and listeners establish and maintain contact with their audience;

c. Promote civil and participatory discourse;

d. Guide students to listen critically and speak purposefully and articulately; and

e. Explain how bias, propaganda, persuasion, and point of view are expressed; and

(12) In the area of media literacy pedagogy, the ability to:

a. Guide students to construct and interpret meaning from images and information provided by media and technology;

b. Guide students to select, evaluate, and analyze digital resources critically;

c. Guide students to quote or paraphrase the data and conclusions of others to support claims and reasoning in their work; and

d. Help students to recognize bias, propaganda, persuasion, point of view, and intellectual property.

Source. #7271, eff 7-1-00, EXPIRED: 7-1-08

New. #9525, eff 8-14-09, EXPIRED: 8-14-17

New. #12417, eff 11-9-17

Ed 507.25 Mathematics Teacher; General Requirements.

(a) To be certified as a mathematics teacher, the candidate shall:

(1) Have at least a bachelor’s degree;

(2) Obtain certification through one of the alternatives in Ed 505.01 – Ed 505.05;

(3) Meet the requirements of (c) below; and

(4) Meet the requirements of either Ed 507.26, Ed 507.27, or both.

(b) For candidates seeking certification through an alternative 3, 4 or 5 pathway, pursuant to Ed 505.03, Ed 505.04, or Ed 505.05, the department of education shall assess the skills, competencies, and knowledge of candidates for certification as mathematics teachers by reviewing evidence, such as, but not limited to, college course work, documented professional experience, letters of recommendation, professional development hours or CEUs (continuing education unit), and artifacts of professional practice.

(c) A candidate for certification as a mathematics teacher shall have skills, competencies, and knowledge in the following areas:

(1) In the area of knowledge of pedagogy, the candidate shall have the ability to:

a. Plan and conduct units and lessons, appropriate for the grade range, and which:

1. Enable students to construct new concepts through active participation in mathematical modeling, investigations, and problem- solving;

2. Include multiple explanations and representations, including, but not limited to informal and formal arguments or proofs;

3. Incorporate literacy strategies that assist students in reading and understanding mathematics;

4. Provide opportunities for students to use written, oral, and other creative expressions to demonstrate their understanding of mathematical concepts to a variety of audiences;

5. Emphasize connections within and between mathematics and other disciplines;

6. Select and use instructional tools, including, but not limited to, manipulatives and physical models, drawings, virtual environments, spreadsheets, presentation tools, and mathematics-specific technologies such as graphing tools and interactive geometry software, computer algebra systems, and statistical packages;

7. Make sound decisions about when instructional tools enhance teaching and learning, recognizing both the insights to be gained and possible limitations of such tools; and

8. Model and develop the following 8 standards of mathematical practices:

(i) Make sense of problems and persevere in solving them;

(ii) Reason abstractly and quantitatively;

(iii) Construct viable arguments and critique the reasoning of others;

(iv) Model with mathematics;

(v) Use appropriate tools strategically;

(vi) Attend to precision;

(vii) Look for and make use of structure; and

(viii) Look for an express regularity in repeated reasoning;

b. Apply an understanding of learning theories and equitable teaching practices to the teaching of mathematics appropriate for students within the grade range which articulate:

1. Why conceptual knowledge of mathematics is needed in conjunction with the teaching of procedures or algorithms; and

2. Foundations of pedagogical knowledge, effective and equitable mathematics teaching practices, and positive and productive dispositions toward teaching mathematics to support students’ sense making, understanding, and reasoning; and

c. Plan and conduct a variety of assessments and evaluations appropriate for the grade range that:

1. Diagnose students’ preconceptions, misconceptions, and understandings of mathematics and continuously monitor students’ understandings; and

2. Evaluate procedural and conceptual understanding, and interpret students’ mathematical processes and communication skills.

(2) In the area of knowledge of mathematical processes and habits of mind, the candidate shall have the ability to:

a. Use problem-solving to investigate and understand increasingly complex mathematical content, including, but not limited to, the ability to:

1. Apply and adapt a problem-solving process using a variety of heuristics or strategies to solve problems that arise in mathematics and other contexts;

2. Use problem-solving to develop one’s own mathematical knowledge;

3. Reflect upon one’s own and others’ solutions and the problem-solving process; and

4. Refine problem-solving strategies, as needed;

b. Use mathematical reasoning and proof, including, but not limited to, the ability to:

1. Develop and evaluate mathematical conjectures;

2. Construct and evaluate proofs and logical arguments to verify conjectures;

3. Select and use various types of reasoning and methods of proof; and

4. Demonstrate the capacity to articulate an understanding of how reasoning and proof are integral components of mathematics;

c. Communicate an understanding of mathematics, including, but not limited to, the ability to:

1. Demonstrate the capacity to communicate clearly about mathematics and mathematics education in both written and oral forms using accurate and appropriate mathematical language and notation;

2. Interpret and explain mathematical ideas acquired through reading mathematics in professional publications; and

3. Analyze and assess the mathematical thinking and strategies of others;

d. Create and use representations, including, but not limited to, the ability to:

1. Illustrate learning progression from concrete to abstract representations;

2. Articulate how the use of formal language and notation increases in importance as mathematical concepts are developed in the mathematics curriculum;

3. Select, apply, and translate among mathematical representations to investigate mathematical concepts and solve mathematical problems; and

4. Develop and use models to explain mathematical concepts;

e. Recognize, explore, and develop mathematical connections, both within mathematics and across disciplines, including, but not limited to, the ability to:

1. Provide examples of how mathematics is practiced in various fields; and

2. Build mathematical understanding by showing how ideas build on one another across grade levels to form a coherent discipline; and

f. Develop additional habits of the mind related to mathematics, including, but not limited to, the ability to:

1. Learn mathematics independently;

2. Exhibit a curiosity for mathematics;

3. Recognize that learning from mistakes is an essential component when working mathematically;

4. Recognize the power and value of estimation and mental computation when working mathematically;

5. Understand the value and power of strategic use of technology when solving mathematical problems;

6. Recognize that mathematics is the language of science and nature; and

7. Recognize that mathematics is a tool for quantitative reasoning;

(3) In the area of knowledge of the learner, including developmental and environmental characteristics appropriate for the grade range, the candidate shall have the ability to:

a. Demonstrate appropriate strategies for supporting students to:

1. Move from concrete to abstract representations of mathematical concepts; and

2. Connect conceptual and procedural knowledge;

b. Communicate understanding of mathematics anxiety, including signs of it, issues related to it, and supporting students to respond to and overcome it;

c. Recognize that attitudes about mathematics can change across a lifespan and therefore teachers need to address the affective domain; and

d. Demonstrate knowledge of how exceptional students learn mathematics and strategies to use with exceptional students;

(4) In the area of number and operations, the candidate shall have the ability to:

a. Demonstrate a capacity to use models to explore and explain relationships, including magnitude, among fractions, decimals, percents, ratios, and proportions;

b. Apply, explain, and justify concepts in number and number theory;

c. Demonstrate computational proficiency and fluency, including the use of a variety of algorithms, estimation strategies, and mental mathematics techniques to judge the reasonableness of answers or approximate solutions;

d. Demonstrate knowledge of concepts and applications of limits and infinity;

e. Demonstrate a capacity to apply the concepts of proportional reasoning;

f. Demonstrate a capacity to make sense of large and small numbers and use scientific notation in mathematical and scientific modeling;

g. Demonstrate a capacity to use physical materials and models to explore and explain the operations and properties of real and complex numbers with extensions to matrices and vectors; and

h. Demonstrate a capacity to apply the concepts of exponents, including integer and rational, through modeling and applications;

(5) In the area of geometry and measurement, the candidate shall have the ability to:

a. Build and manipulate representations of 2-and 3-dimensional objects and perceive an object from different perspectives;

b. Analyze properties of and relationships among geometric shapes and structures;

c. Apply transformations with connections to congruency and similarity;

d. Demonstrate knowledge of non-Euclidean geometries;

e. Connect the ideas of algebra and geometry through the use of coordinate geometry, graphing, vectors, and motion geometry;

f. Recognize measurement attributes and their effect on the choice of appropriate tools and units;

g. Apply strategies, techniques, tools, and formulas to determine measurements and their application in a variety of contexts;

h. Employ estimation as a way of understanding measurement processes and units;

i. Complete error analysis through determination of the reliability of numbers obtained from measurement;

j. Understand and apply measurement conversion strategies;

k. Apply geometric ideas and tools relating to the Pythagorean theorem, similar triangles, and trigonometry to solve problems;

l. Use constructions, models, and dynamic geometric software to explore geometric relationships;

m. Derive and explain formulas found in Euclidean geometry; and

n. Construct proofs using the axioms of Euclidean and non-Euclidean geometries;

(6) In the area of functions and algebra, the candidate shall have the ability to:

a. Model and analyze change and rates of change in various contexts;

b. Use mathematical models to understand, represent, and communicate quantitative relationships, including, but not limited to equality, equations, inequalities, and proportional relationships;

c. Explore, analyze, and generalize a wide variety of patterns and functions using multiple representations including, but not limited to, tables, graphs, written word, and symbolic rules;

d. Represent information and solve problems using matrices;

e. Use graphing utilities and other technological tools to represent, explain, and explore algebraic ideas including functions, equations, and expressions;

f. Generalize patterns and functions using recursive and explicit representations;

g. Articulate the meaning of functions and their inverse relationships, both formally and informally, with the use of concrete materials and graphing utilities; and

h. Understand and compare the properties of classes of functions and their inverses, including exponential, polynomial, rational, step, absolute value, root, logarithmic, and periodic, including trigonometric;

(7) In the area of data, statistics, and probability, the candidate shall have the ability to:

a. Design investigations, collect data, display data in a variety of ways, and interpret data representations including bivariate data, conditional probability and geometric probability;

b. Use appropriate methods to estimate population characteristics, test conjectured relationships among variables, and analyze data;

c. Use appropriate statistical methods and technology to analyze data and describe shape, spread, and center;

d. Use both descriptive and inferential statistics to analyze data, make predictions, test hypotheses, and make decisions;

e. Apply probability concepts in identifying odds, fair games, mathematical expectation, and invalid conclusions;

f. Judge the validity of a statistical argument, including evaluating the sample from which the statistics were developed and identify misuses of statistics;

g. Determine and compare experimental, theoretical, and conditional probabilities; and

h. Use statistical models to explore the connections between statistics and probability including correlation, regression, and analysis of variance;

(8) In the area of calculus, the candidate shall have the ability to:

a. Use mathematical modeling and the concepts of calculus to represent and solve problems from real-world contexts;

b. Use technology to explore and represent fundamental concepts of calculus; and

c. Understand and describe the connection of calculus to middle and high school mathematics topics;

(9) In the area of discrete mathematics, the candidate shall have the ability to:

a. Apply the fundamental ideas of discrete mathematics in the formulation and solution of problems arising from real-world situations; and

b. Use technology to solve problems involving the use of discrete structures; and

(10) In the area of history of mathematics, demonstrate a knowledge of the historical development of numbers and number systems, measurement and measurement systems, geometry, including non-euclidean geometry, algebra, probability and statistics, calculus, and discrete mathematics.

Source. #7272, eff 7-1-00, EXPIRED: 7-1-08

New. #9715, eff 5-14-10; ss by #12603, eff 8-9-18

Ed 507.26 Mathematics Teacher – Middle Level.

(a) To be certified as a middle level mathematics teacher, the candidate shall:

(1) Obtain certification to teach upper level elementary mathematics through algebra I or integrated I through one of the alternatives in Ed 505.01-Ed 505.05; and

(2) Meet the requirements of Ed 507.25 and Ed 507.26(c) below.

(b) For candidates seeking certification through an alternative 3, 4 or 5 pathway, pursuant to Ed 505.03, Ed 505.04, or Ed 505.05, the department of education shall assess the skills, competencies, and knowledge of candidates for certification as teachers in middle level mathematics by reviewing evidence, such as, but not limited to, college course work, documented professional experience, letters of recommendation, professional development hours or CEUs, and artifacts of professional practice.

(c) A candidate for certification as a middle level mathematics teacher shall have skills, competencies, and knowledge in the following areas:

(1) In the area of number and number operations the candidate shall have the ability to:

a. Represent, use, and apply introductory concepts and properties of complex numbers;

b. Identify and illustrate the mathematics that underlies the procedures and operations involving real numbers and their subsets; and

c. Explain the distinctions among real numbers and their subsets with connection to field axioms;

(2) In the area of functions and algebra the candidate shall have the ability to:

a. Understand, identify, and apply arithmetic and geometric sequences; and

b. Represent and analyze group and field properties of real numbers and other mathematical structures;

(3) In the area of calculus the candidate shall have the ability to demonstrate an understanding of calculus concepts including limits, continuity, differentiation, and integration; and

(4) In the area of discrete mathematics demonstrate a conceptual understanding of the fundamental ideas of discrete mathematics, including, but not limited to:

a. Finite graphs;

b. Trees;

c. Networks;

d. Propositional logic; and

e. Combinatorics.

Source. #12603, eff 8-9-18

Ed 507.27 Mathematics Teacher – Upper Level.

(a) To be certified as an upper level mathematics teacher, the candidate shall:

(1) Obtain certification to teach pre-algebra through advanced placement math courses through one of the alternatives in Ed 505.01-Ed 505.05; and

(2) Meet the requirements of Ed 507.25 and Ed 507.27(c) below.

(b) For candidates seeking certification through an alternative 3, 4 or 5 pathway, pursuant to Ed 505.03, Ed 505.04, or Ed 505.05, the department of education shall assess the skills, competencies, and knowledge of candidates for certification as teachers in upper level mathematics by reviewing evidence, such as, but not limited to, college course work, documented professional experience, letters of recommendation, professional development hours or CEUs, and artifacts of professional practice.

(c) A candidate for certification as an upper level mathematics teacher shall have skills, competencies, and knowledge as follows:

(1) In the area of number and operations, the candidate shall have the ability to identify and illustrate the mathematics underlying the theory of groups, rings, and fields and the relationships among them;

(2) In the area of functions and algebra, the candidate shall have the ability to:

a. Understand and apply major concepts of:

1. Linear algebra, including vector spaces and matrices; and

2. Abstract algebra, including groups, rings, and fields;

b. Connect major concepts of linear and abstract algebra to the complex number system and other mathematical structures; and

c. Understand, identify, and apply arithmetic and geometric sequences, including partial sums of infinite arithmetic and geometric sequences, with connections to linear and exponential functions;

(3) In the area of calculus, the candidate shall have the ability to:

a. Demonstrate a conceptual understanding of and procedural facility with basic calculus concepts including limits, continuity, differentiation, and integration; and

b. Demonstrate an understanding of the basic concepts of multivariable calculus; and

(4) In the subject area of discrete mathematics, the candidate shall demonstrate a conceptual understanding of, and procedural facilitation of, the knowledge of the basic elements of discrete mathematics, including but not limited to:

a. Graph theory;

b. Propositional logic;

c. Mathematical induction;

d. Recurrence relations;

e. Finite differences;

f. Linear programming; and

g. Combinatorics.

Source. #7273 eff 7-1-00, EXPIRED: 7-1-08

New. #9715, eff 5-14-10; ss by #12603, eff 8-9-18 (formerly Ed 507.06)

Ed 507.28 Social Studies Teacher For Grades 5-12. The following requirements shall apply to the certification of a social studies teacher for grades 5-12:

(a) To be certified as a social studies teacher for grades 5-12, the candidate shall:

(1) Have at least a bachelor’s degree; and

(2) Qualify for certification under one of the alternatives in Ed 505.01 – Ed 505.05.

(b) For candidates seeking certification under an alternative 3, 4 or 5 pathway, the department of education shall assess the skills, competencies and knowledge of candidates for certification as educators in social studies by reviewing evidence, such as, but not limited to, college course work, documented professional experience, letters of recommendation, professional development hours or CEU’s, and artifacts of professional practice.

(c) A candidate for certification as a social studies teacher for grades 5-12 shall have skills, competencies and knowledge in the following areas:

(1) In the area of content, the ability to explain the importance of knowledge in each of the following areas, including ways in which each subject area provides insight into contemporary society:

a. New Hampshire and United States civics and government;

b. Economics;

c. Geography;

d. United States and New Hampshire history; and

e. World history;

(2) In the area of content, the ability to exhibit knowledge of the basic concepts, generalizations, and issues of the subject areas, including an in-depth understanding of history and one of the following subject areas:

a. New Hampshire and United States civics and government;

b. Economics;

c. Geography; and

d. World history;

(3) In the area of related subject content, the ability to explain the importance of at least one of the following behavioral sciences including ways in which it provides insight into contemporary society:

a. Anthropology;

b. Psychology; or

c. Sociology;

(4) In the area of content, the ability to demonstrate the research methodology of professionals in at least one of the 5 subject areas referred to in (c)(1) above, or a related social studies subject area;

(5) In the area of pedagogy, the ability to:

a. Develop comprehensive unit plans which integrate materials and concepts from 2 or more social science disciplines listed in (1) that envelop essential questions, central themes, issues or problems and that coherently link to daily lessons;

b. Design learning activities that employ research methods unique to the social sciences including activities in which students design inquiries based on compelling essential questions;

c. Demonstrate the capacity to use a variety of social studies learning activities and techniques in order to:

1. Foster in students a commitment to and an ability to engage in democratic processes and decision-making;

2. Provide exposure to and opportunities to express multiple interpretations of issues;

3. Encourage in students a capacity for deliberation and thoughtful exchange of competing viewpoints between citizens within and outside the classroom;

4. Develop students’ critical thinking, using a variety of instructional methods including how to assess the quality of information and ethical, legal or policy analyses;

5. Gather and evaluate primary and secondary sources from civics, economics, geography and history with the purpose of using evidence to support claims;

6. Assess how factual information, opinion, entertainment, and advertising are presented differently in various media;

7. Apply a range of deliberative and democratic strategies and procedures to carry out analyses, make decisions and communicate ideas via oral and written expression;

8. Create structured and varied opportunities for students to participate in informed ways via community resources and projects; and

d. Promote adolescent literacy and incorporate relevant literacy standards by using literacy strategies in order to foster comprehension and develop social studies skills.

Source. #7274 eff 7-1-00, EXPIRED: 7-1-08

New. #9525, eff 8-14-09; ss by #12452, eff 1-12-18; renumbered by #12603 (formerly Ed 507.27)

Ed 507.29 Science Teacher For Grades 5-8.

(a) To be certified as a science teacher for grades 5-8, the candidate shall:

(1) Meet the qualifications for certification as a science teacher as provided in Ed 507.29; and

(2) Meet the requirements of (c) below.

(b) For candidates seeking certification under an alternative 3, 4, or 5 pathway, the department of education shall assess the skills, competencies, and knowledge of candidates for certification as science teachers for grades 5-8 by reviewing evidence, such as, but not limited to, college course work, documented professional experience, letters of recommendation, professional development hours or CEU’s, and artifacts of professional practice.

(c) A candidate for certification as a science teacher for grades 5-8 shall have skills, competencies, and knowledge in the following areas:

(1) The candidate shall have the ability to comprehend, apply, evaluate, analyze, synthesize, and communicate knowledge in earth and space science, life science, and physical science as follows:

a. In the area of earth and space science, earth’s place in the universe, including, but not limited to:

1. Earth-sun-moon relationships, including origins, structure, and resultant effects on earth;

2. Origin, components, characteristics, and motions of the solar system;

3. Relationships among the solar system, milky way galaxy, and the universe;

4. Instruments to observe space and the information gained to determine scale properties; and

5. History of the earth, including, but not limited to, age as determined by rock strata, and the geological time scale;

b. In the area of earth and space science, earth’s systems, including, but not limited to:

1. Materials cycles through the earth driven by a flow of energy;

2. Geoscience processes that reshape the earth’s surface;

3. Weather and climate, including, but not limited to:

(i) Role of the water cycle and how it’s driven by energy from the sun and gravity;

(ii) Role of air masses in changing weather conditions; and

(iii) Role of uneven heating causes circulating patters in the oceans and atmosphere that determine regional climates;

c. In the area of earth science, earth and human activity, including, but not limited to:

1. The uneven distribution of Earth’s natural resources resulting from geoscience processes;

2. Natural events showing patterns and providing data for prediction and mitigation;

3. The role of human impact on the environment, methods for monitoring, and minimizing the resulting effects;

4. Evidence of increased human population and its relationship to consumption of natural resources and impact on the earth’s systems; and

5. Evidence and factors that have caused global temperature changes over time;

d. In the area of life science, the structure and processes from molecules to organisms, including, but not limited to:

1. Structure and function of unicellular organisms, multicellular organisms, and interactions of subsystems within an organism;

2. Growth and reproduction including genetic, behavioral, and environmental conditions and how they influence reproduction of plants and animals;

3. Cycling of matter and flow of energy including chemical processes of photosynthesis, and respiration; and

4. Information processing: how organisms respond to stimuli in the environments;

e. In the area of life science, ecosystems, their interactions, energy and dynamics, including, but not limited to:

1. Independent relationships in ecosystems including biotic and abiotic influences, competition, or symbiosis among organisms based on limited resources, and cycling of matter and flow of energy to determine changes in population; and

2. Human impact and influences on the ecosystem;

f. In the area of life science, heredity, and the inheritance and variation of traits, growth and development of organisms including asexual and sexual reproduction, inheritance, and variation of genetic traits in resulting offspring and alterations to genes;

g. In the area of life science, biological evolution regarding unity and diversity, including, but not limited to:

1. Evidence of common ancestry diversity including fossil record, comparing anatomical characteristics of past to present organisms, and embryological development of different species;

2. Natural and artificial selection including the role of each on traits and changes in population over time; and

3. Adaptation and the impact on the distribution of traits in a population over time;

h. In the area of physical science, matter and its interactions, including but not limited to:

1. Structure and properties of matter, including, but not limited to:

(i) Atomic structure of molecules;

(ii) Physical and chemical properties and changes;

(iii) Characteristics and properties of solids, liquids, and gases; and

(iv) Relationship among states of matter, molecular motion, and temperature; and

2. Chemical reactions including the process of chemical reactions, law of conservation of mass and law of conservation of energy;

i. In the area of physical science, motion and stability regarding forces and interactions, including, but not limited to:

1. Forces and motion, including Newton’s laws of motion; and

2. Interactions including characteristics, behavior, and influencing factors of electromagnetic and gravitational forces and fields;

j. In the area of physical science, energy, including, but not limited to:

1. The relationships of potential and kinetic energy;

2. Energy transfer; and

3. Relationship between energy and forces; and

k. In the area of physical science, waves and their applications in technologies for information transfer, including, but not limited to:

1. Properties and behaviors of different types of waves; and

2. Role of digital signals in communication; and

l. Understand and be able to apply mathematical concepts and techniques including, but not limited to variable analysis as related to physical science at least through the level of college statistics.

Source. #7275, eff 7-1-00, EXPIRED: 7-1-08

New. #9566, eff 10-16-09; amd by #10506, eff 1-17-14; ss by #12453, eff 1-12-18; renumbered by #12603 (formerly Ed 507.28)

Ed 507.30 Science Teacher; General Requirements.

(a) To be certified as science teacher, the candidate shall have:

(1) At least a bachelor’s degree; and

(2) Qualify for certification under one of the alternatives in Ed 505.01 – Ed 505.05.

(b) For candidates seeking certification under an alternative 3, 4, or 5 pathway, the department of education shall assess the skills, competencies, and knowledge of candidates for certification as science teachers by reviewing evidence, such as, but not limited to, college course work, documented professional experience, letters of recommendation, professional development hours or CEU’s, and artifacts of professional practice.

(c) In addition to meeting the requirements for certification under Ed 507.28 for science teacher for grades 5-8, Ed 507.30 for earth and space science teacher, Ed 507.31 for life sciences teacher, Ed 507.32 for chemistry teacher, Ed 507.33 for physics teacher, or Ed 507.51 for physical science teacher for grades 7-12, a science teacher shall have the qualifications listed in (d) and (e) below.

(d) In the area of instructional performance, the candidate shall demonstrate:

(1) Proficiency in the use of scientific methods as demonstrated by the ability to:

a. Integrate the science practices throughout lessons by:

1. Asking questions for science and defining problems for engineering;

2. Developing and using models;

3. Planning and carrying out investigations;

4. Analyzing and interpreting data;

5. Using mathematics and computational thinking;

6. Constructing explanations for science and designing solutions for engineering;

7. Engaging in argument from evidence; and

8. Obtaining, evaluating, and communicating information;

b. Design and teach grade level appropriate laboratory activities incorporating scientific processes, promoting scientific habits of mind, and meeting needs of diverse learners;

c. Use scientific drawings, diagrams, data tables, models, and graphing essential to science investigations and expression of ideas;

d. Design learning activities fostering questioning, open-ended investigations, the development of cooperative group skills, and promoting practice in decision making and problem solving;

e. Use methods of teaching reading, writing, communication, and study skills essential to the effective mastery of grade level science content;

f. Design activities and investigations integrating appropriate quantitative literacy skills and concepts; and

g. Organize, present, and evaluate science ideas in a manner emphasizing conceptual understanding of phenomena and optimizing learning experiences for students of all ability levels and learning styles; and

(2) Scientific content knowledge that enables the integration of the common themes exhibited in all of the sciences into teaching and course design including:

a. Systems and system models;

b. Energy and matter;

c. Cause and effect;

d. Scale, proportion, and quantity;

e. Patterns of change, including constancy or stability;

f. Structure and function;

g. Stability, change, and evolution; and

h. Nature of science and inquiry;

(3) The ability to make connections that:

a. Establish relationships among all sciences and reflect the role of science systems in science literacy;

b. Relate the sciences to technological issues that influence society and the ethical and moral consequences of decisions related to those issues; and

c. Integrate knowledge from the history and philosophy of science into science instruction;

(4) Knowledge of field and laboratory safety and emergency procedures, including responsibilities of science teachers for:

a. The welfare of their students and care for organisms as appropriate to the area of study using the “Position Statement on the Responsible Use of Live Animals and Dissection in the Science Classroom”, March 2008, available as specified in Appendix II; and

b. The proper maintenance, storage and disposal of laboratory materials or chemicals using the Globally Harmonized System for Hazard Communication of 2007 available as specified in Appendix II;

(5) Knowledge and skills to integrate technological tools for learning, analysis and reporting, including, but not limited to:

a. Skills to plan, design, deliver, and incorporate active learning and collaboration;

b. Collect and analyze data using information technology; and

c. Communicate information effectively;

(6) Knowledge and skills of computing and computational thinking as it relates to science, including, but not limited to:

a. Visualizations of scientific concepts; and

b. Modeling and simulating engineering design to communicate science understanding; and

(7) Ability to practice good digital citizenship and model safe, ethical, and legal practice with digital tools and resources.

(e) The candidate shall demonstrate knowledge of the organizations, agencies, and journals that contribute to the professional growth of the science teacher.

Source. #7276 eff 7-1-00, EXPIRED: 7-1-08

New. #9566, eff 10-16-09; amd by #10506, eff 1-17-14; ss by #12454, eff 1-12-18; renumbered by #12603 (formerly Ed 507.29)

Ed 507.31 Earth and Space Science Teacher For Grades 7-12.

(a) To be certified as an earth and space science teacher for grades 7-12, the candidate shall:

(1) Meet the qualifications for certification as a science teacher as provided in Ed 507.29; and

(2) Meet the requirements of (c) below.

(b) For candidates seeking certification under an alternative 3, 4, or 5 pathway, the department of education shall assess the skills, competencies, and knowledge of candidates for certification as earth and space science teachers by reviewing evidence, such as, but not limited to, college course work, documented professional experience, letters of recommendation, professional development hours or CEU’s, and artifacts of professional practice.

(c) A candidate for certification as an earth and space science teacher for grades 7-12 shall have skills, competencies, and knowledge in the following areas:

(1) In the area of fundamental content knowledge, the candidate shall have the ability to:

a. Comprehend, apply, evaluate, analyze, and synthesize knowledge of:

1. Structure of earth systems, such as the geosphere, atmosphere, hydrosphere, and biosphere, including the properties, measurements, and classification of their constituent materials and structures;

2. Changes in earth systems to include the geosphere, atmosphere, hydrosphere, and biosphere, including the gradual and catastrophic changes that occur in those systems at different spatial and temporal ranges, such as tectonic activity, weather and climate, population dynamics, and the evolution of life;

3. Relationships between earth systems to include the geosphere, atmosphere, hydrosphere, and biosphere, including, but not limited to the flow of energy and matter between and among those systems;

4. The origin, evolution, properties, and behavior of planetary and geologic structures, including the use of relative and absolute dating techniques to derive systems of chronological dating such as the geologic time scale;

5. The origin, evolution, properties and behavior of the universe, including energy, matter, and astronomical objects;

6. Fundamentals of investigating and interrelating the fields of study within earth space sciences, including geology, oceanography, meteorology, and astronomy;

7. The impact of human activity on earth systems, including the geosphere, atmosphere, hydrosphere, and biosphere;

8. The application of earth space sciences relating to societal issues such as environmental quality, personal and community health and welfare, and business and industry; and

9. The application of earth space sciences relating to the sources, limits, and management of renewable and nonrenewable natural resources;

b. Apply knowledge of Earth space sciences through inquiry, field experiences, laboratory investigations, and the use of scientific models and scientific research; and

c. Understand and be able to apply mathematical concepts and techniques, including, but not limited to data analysis and modeling as they relate to earth and space systems, at least through the level of college statistics.

Source. #7277 eff 7-1-00, EXPIRED: 7-1-08

New. #9566, eff 10-16-09; ss by #12455, eff 1-12-18; renumbered by #12603 (formerly Ed 507.30)

Ed 507.32 Life Sciences Teacher For Grades 7-12.

(a) To be certified as a life sciences teacher for grades 7-12, the candidate shall:

(1) Meet the qualifications for certification as a science teacher as provided in Ed 507.29; and

(2) Meet the requirements of (c) below.

(b) For candidates seeking certification under an alternative 3, 4, or 5 pathway, the department of education shall assess the skills, competencies, and knowledge of candidates for certification as life science teachers by reviewing evidence, such as, but not limited to, college course work, documented professional experience, letters of recommendation, professional development hours or CEU’s, and artifacts of professional practice.

(c) A candidate for certification as a life sciences educator for grades 7-12 shall have skills, competencies, and knowledge in the following areas:

(1) In the area of fundamental content knowledge, the candidate shall have the ability to:

a. Explain concepts, solve problems, use models, and perform both field and laboratory experiences in the following fundamental areas of life science:

1. Structure and functions, from molecules to organisms, as follows:

(i) Evidence for structure of DNA determining structure of proteins;

(ii) Hierarchical organization of interacting systems; and

(iii) Feedback mechanisms that ensure homeostasis, including, but not limited to human systems;

2. Inheritance and variation of traits as follows:

(i) Role of mitosis to maintain complex organisms;

(ii) Role of DNA and chromosomes in coding instructions that are passed through generations;

(iii) New genetic combinations are a result of meiosis and mutations; and

(iv) Statistics and probability to explain the variation and distribution of expressed traits;

3. Matter and energy in organisms and ecosystems as follows:

(i) Role of photosynthesis, respiration, and fermentation in the needs of organisms as well as in the cycling of carbon in the biosphere, atmosphere, hydrosphere and geosphere;

(ii) Carbon based molecules form the basis for life;

(iii) Explain the cycling of matter and flow of energy in aerobic and anaerobic conditions; and

(iv) Cycling of matter and flow of energy among organisms and ecosystems;

4. Interdependent relationships in ecosystems; and

5. Natural selection and evolution;

b. Apply mathematical modeling, statistical concepts, and manipulation of variables as they apply to life science; and

c. Explain and solve problems in life science, incorporating the fundamental concepts of chemistry, physics, and earth space science, including basic concepts and laboratory techniques.

Source. #7278 eff 7-1-00, EXPIRED: 7-1-08

New. #9566, eff 10-16-09; ss by #12456, eff 1-12-18; renumbered by #12603 (formerly Ed 507.31)

Ed 507.33 Chemistry Teacher For Grades 7-12.

(a) To be certified as a chemistry teacher for grades 7-12, the candidate shall:

(1) Meet the qualifications for certification as a science teacher as provided in Ed 507.29;

(2) Meet the qualifications for certification as a physical science teacher as provided in Ed 507.51; and

(3) Meet the requirements of (c) below.

(b) For candidates seeking certification under an alternative 3, 4, or 5 pathway, the department of education shall assess the skills, competencies and knowledge of these candidates for certification as chemistry teachers by reviewing evidence, such as, but not limited to, college course work, documented professional experience, letters of recommendation, professional development hours or CEUs, and artifacts of professional practice.

(c) A candidate for certification as a chemistry teacher for grades 7-12 shall have skills, competencies, and knowledge in the following areas:

(1) In the area of fundamental content knowledge, the candidate shall have the ability to:

a. Explain concepts, solve problems, and perform laboratory techniques that explore and develop an understanding and application of the following fundamental areas of chemistry:

1. Structure and properties of matter, including, but not limited to:

(i) Bonding and intermolecular forces;

(ii) Relationship between molecular structure and the function of designed materials;

(iii) Chemical engineering;

(iv) Coordination complexes;

(v) Molecular orbital theory;

(vi) Organic chemistry and functional groups in biochemistry, biological compounds and natural products; and

(vii) Gas laws;

2. Chemical reactions and energy, including, but not limited to:

(i) Reaction thermodynamics including exothermic and endothermic reactions, entropy, and Gibbs free energy;

(ii) Product prediction in chemical reactions, based on patterns of chemical properties;

(iii) Complex reaction dynamics, including kinetics and equilibrium;

(iv) Mathematics of reactions, including mole concept, stoichiometry, and laws of composition and conservation, and aqueous equilibria from acid/base systems to solubility;

(v) Application of electrochemistry and oxidation/reduction (REDOX) reactions;

(vi) Energy in chemical processes;

(vii) Wave-particle duality of nature, including the relationship between frequency, wavelength, and speed; and

(viii) Changes in matter due to the absorption of electromagnetic radiation;

3. Nuclear and environmental processes, including, but not limited to:

(i) Environmental and atmospheric chemistry, including ground water pollution, plastics, and disposal of fuels; and

(ii) Applications of chemistry in community health and environmental quality; and

4. Engineering design processes, including, but not limited to:

(i) Analyze a major global challenge to specify qualitative and quantitative criteria and constraints to solutions;

(ii) Design a solution to a complex real-world problem accounting for constraints, cost, safety, reliability, and social, cultural, and environmental impacts; and

(iii) Use a computer simulation to model the impact of proposed solutions to a complex real-world problem;

b. Apply knowledge of chemistry and physical science concepts through full and partial inquiries, laboratory investigations, and the use of scientific models; and

c. Understand and be able to apply mathematical concepts and techniques including, but not limited to, modeling and variable analysis at least through the level of college calculus and statistics.

Source. #7279 eff 7-1-00, EXPIRED: 7-1-08

New. #9566, eff 10-16-09; ss by #12457, eff 1-12-18; renumbered by #12603 (formerly Ed 507.32)

Ed 507.34 Physics Teacher For Grades 7-12.

(a) To be certified as a physics teacher for grades 7-12, the candidate shall:

(1) Meet the qualifications for certification as a science teacher as provided in Ed 507.29;

(2) Meet the qualifications for certification as a physical science teacher as provided in Ed 507.51; and

(3) Meet the requirements of (c) below.

(b) For candidates seeking certification under an alternative 3, 4, or 5 pathway, the department of education shall assess the skills, competencies, and knowledge of candidates for certification as physics teachers by reviewing evidence, such as, but not limited to, college course work, documented professional experience, letters of recommendation, professional development hours or CEU’s, and artifacts of professional practice.

(c) A candidate for certification as a physics teacher for grades 7-12 shall have skills, competencies, and knowledge in the following areas:

(1) In the area of fundamental content knowledge, the candidate shall have the ability to:

a. Comprehend, apply, quantify, evaluate, analyze, and synthesize specific physics knowledge of:

1. Energy, including kinetic, potential, heat, and rest;

2. Newtonian principles and laws as they apply to statics and dynamics, including, but not limited to, friction, inclines, circular motion, the rotation of rigid bodies, and fluid mechanics and knowledge of how these principles are used in engineering applications;

3. Thermodynamics, including the ideal gas law, entropy, heat engines, and thermodynamic cycles, kinetic, and ensemble theory;

4. Conservation laws and the relationships between conserved quantities, including the conservation of energy, mass, linear and angular momentum, and charge;

5. Classical wave theory of sound and electromagnetism, including the electromagnetic spectrum, optics, and light behavior;

6. Electricity, electrostatics, electrodynamics, and magnetism, including, but not limited to, circuit theory and the propagation and generation of electric and magnetic fields;

7. Fundamental forces of gravity, electromagnetism, weak nuclear force, and strong nuclear force including, but not limited to, the spectrum of known fundamental particles, the standard model, and its known shortcomings;

8. Nuclear physics, including, but not limited to reactivity, radioactivity, nuclear reactors, fission, and fusion;

9. Quantum mechanics, including wave-particle duality and special relativity, Lorentz transformations, time dilations, length contraction, and conversion of rest mass into energy;

10. Applications of physics in environmental quality and to personal and community health;

b. Applications of physics for design, engineering, and technology in society, business, industry, and health fields;

c. Apply knowledge of physics and physical science concepts through full and partial inquiries, laboratory investigations, and the use of scientific models; and

d. Understand and be able to apply mathematical concepts and techniques, including, but not limited to modeling and vector and variable analysis at least through the level of college calculus and statistics.

Source. #7280, eff 7-1-00, EXPIRED: 7-1-08

New. #9566, eff 10-16-09; ss by #12458, eff 1-12-18; renumbered by #12603 (formerly Ed 507.33)

Ed 507.35 Theatre Teacher.

(a) To be considered for a theatre teacher statement of eligibility as outlined in Ed 505.06, a candidate shall have at least a bachelor's degree.

(b) To be eligible for licensure as a theatre teacher under any of the pathways described in Ed 505.05 through Ed 505.07, a candidate shall have the following skills, competencies, and knowledge:

(1) Basic theories and processes of play analysis, production, and playwriting including:

a. Analyzing and evaluating plays for artistic intent;

b. Preparing scripts for production; and

c. Creating dramatic texts through processes, forms, and techniques including:

1. Elements of plot;

2. Script structure;

3. Character creation; and

4. Improvisation and creative dramatics;

(2) Basic theories and processes of acting and directing including:

a. Analyzing character for multiple forms and genres of theatre;

b. Introducing students to varying techniques of performance for both classical and contemporary plays in order for the student to make informed choices when creating characters;

c. Making directorial or performance choices for a variety of styles;

d. Staging and blocking;

e. Conducting auditions and casting actors;

f. Organizing production schedules, meetings, and promotion; and

g. Using detailed supporting evidence to evaluate and reflect on the effectiveness of artistic choices;

(3) Basic theories and processes of technical theatre and design including:

a. Using design elements in all technical areas to reflect the director’s vision of theme, locale, period, and atmosphere, through:

1. Scenery;

2. Properties;

3. Make-up;

4. Costumes;

5. Lighting; and

6. Sound;

b. Demonstrating knowledge and skills for the safe implementation of all technical elements of production in:

1. Set construction;

2. Properties;

3. Make-up;

4. Costumes;

5. Lighting; and

6. Sound;

(4) Theatre history, cultural context, and social meaning including:

a. Analyzing a variety of dramatic texts from different cultural and historical perspectives;

b. Identifying and applying cultural, historic, and social meanings in dramatic texts including:

1. Script writing;

2. Acting;

3. Designing; and

4. Directing;

c. Extracting social meanings from dramatic texts and productions in order to illustrate the impact of society and world culture on theatre as well as the emotional and social impact of dramatic events on the world; and

d. Analyzing and evaluating the impact theatrical artists and authors, who represent diverse cultural perspectives, have had on the evolution of theatre;

(5) K-12 theatre content pedagogy including:

a. Creating and implementing standards-based lesson plans and units;

b. Designing standards-based curriculum, planning, instruction, and assessments, including modifications to meet the needs of all learners;

c. Using performance-based competency-based assessment strategies to determine and communicate student progress and achievement in theatre;

d. Fostering collaborative classroom environments;

e. Using current technologies and multimedia to plan, prepare, and deliver instruction;

f. Working with colleagues to:

1. Analyze how other art forms are modified and integrated in theatre;

2. Identify connections between theatre and other disciplines;

3. Collaborate across the curriculum with classroom and other arts educators using a variety of techniques for theater arts integration to both draw out creativity and achieve interdisciplinary learning goals in a variety of settings and content areas; and

g. Describing and advocating for a comprehensive K-12 theatre program; and

(6) K-12 theatre production pedagogy including:

a. Guiding students to express themselves artistically through:

1. Script writing;

2. Acting;

3. Designing; and

4. Directing;

b. Instructing students in describing, analyzing, and evaluating dramatic text and theatrical performances;

c. Directing students in the safe and proper use of current technologies and multimedia to amplify and augment performances and productions;

d. Facilitating student production teams, schedules, meetings, and marketing strategies; and

e. Demonstrating directorial leadership including:

1. Legal and ethical use of copyrighted material;

2. Knowledge and application of safety codes and regulations for production space; and

3. Knowledge and application of legal and professional obligations, responsibilities, and liabilities.

Source. #7923, eff 7-24-03; ss by #9939, INTERIM, eff 6-9-11, EXPIRED: 12-6-11

New. #10130, eff 5-18-12; renumbered by #12603 (formerly Ed 507.34); ss by #13485, eff 11-11-22

Ed 507.36 RESERVED

Source. #7756, eff 9-1-02; amd by #8229, eff 12-17-04; ss by #8844, eff 3-16-07; ss by #10245, eff 12-21-12; renumbered by #12603 (formerly Ed 507.35); ss and moved by #13000, eff 10-5-20 (see Ed 504.11)

Ed 507.37 Classical Languages Teacher.

(a) To be considered for a classical languages teacher statement of eligibility, as described in Ed 505.06, an individual shall have at least a bachelor's degree.

(b) To be eligible for licensure as a classical languages teacher with an endorsement in Latin under any of the pathways described in Ed 505.05 through Ed 505.07 a candidate shall have the following skills, competencies and knowledge:

(1) In the area of reading comprehension and translation, the candidate shall:

a. Have the ability to read the works of major Latin authors in prose and poetry, and knowledge of their literary qualities and importance;

b. Have the ability to translate Latin into idiomatic English; and

c. Have the ability to read aloud both prose and poetry in correct meter in Latin using an accepted standard of pronunciation;

(2) In the area of vocabulary, grammar, and syntax, the candidate shall:

a. Have knowledge of the morphology, phonology, and syntax of Latin;

b. Have the ability to write short compositions in Latin; and

c. Have knowledge of the general historical development of Latin and its influence on Romance languages and English vocabulary; and

(3) In the area of the cultural and literary history, the candidate shall:

a. Have knowledge of major aspects of classical history, cultural institutions, and their connections to European traditions and other world cultures;

b. Have knowledge of the history and content of classical literature, in translation or in the original; and

c. Have knowledge of classical mythology.

(c) A candidate for licensure as a classical languages teacher with an endorsement in Greek shall comply with (b) above, except that the required skills, competencies and knowledge shall be in Greek instead of Latin.

Source. #7924, eff 7-24-03; ss by #9306, eff 10-25-08, EXPIRED: 10-25-16

New. #12148, eff 3-24-17; renumbered by #12603 (formerly Ed 507.37); ss by #13486, eff 11-11-22

Ed 507.38 World Language Teacher. The following requirements shall apply to the certification of a world language teacher for grades K-12:

(a) In this section:

(1) "American Sign Language" (ASL) means the visual-manual language that has developed naturally across generations in the American deaf community that:

a. Has all the features of language;

b. Uses the cheremes of handshape, palm orientation, point of contact, and movement for expression; and

c. Is distinct from other signed or spoken languages, including English; and

(2) When applied to a candidate applying for certification in ASL, the following terms used in this section shall have the following meanings:

a. "Listening" means attending to and understanding ASL;

b. "Music" means a poetic means of communication, using ASL;

c. "Speaking" means using ASL to express meanings;

d. "Reading" means attending to and understanding ASL as shown on a 3-dimensional medium of visual transmission, including, but not limited to, a film, videotape, CDROM, or DVD; and

e. "Writing" or "written communication" means using ASL expressively on a 3- dimensional medium of visual transmission, including, but not limited to, a film, videotape, CD-ROM, or DVD;

(b) A candidate for certification as a world language teacher shall have:

(1) A bachelor's degree or higher; and

(2) Except as provided for ASL below, an intensive experience at the advanced level in the target language, such as, but not limited to:

a. A term of residence in the country/community of the target language;

b. A service-learning experience requiring the use of the target language; or

c. A term of residence in a certified total immersion program in the target language; and

(3) A candidate for certification as a world language teacher in ASL shall have:

a. Five or more years of experience using ASL;

b. ASL proficiency as described by American Sign Language Teachers' Association Area 1 (2014), "Signing" and "Attending," as specified in Appendix II; or

c. ASL mastery equivalent to proficiency level 3 as described by Gallaudet University's ASL Proficiency Interview Diagnostics, as specified in Appendix II; and

(c) A candidate for certification as a world language teacher shall have the following skills, competencies and knowledge through a combination of academic experiences and demonstrated competency and equivalent experiences in the following areas:

(1) In the area of speaking and listening, the candidate shall have the ability to interact with ease and confidence when dealing with most routine tasks and social situations of the intermediate level in the target language, as evidenced by:

a. The ability to understand equivalent to a minimum of "Intermediate High" according to the American Council on the Teaching of Foreign Languages (ACTFL) criteria in ACTFL Proficiency Guidelines- Speaking (2012), as specified in Appendix II; or

b. The ability to meet the New Hampshire Guidelines for Language Learning Continuum, Stage III, as outlined in the New Hampshire Guidelines for World Language Learning K-College, published by the New Hampshire Association of World Language Teachers, as specified in Appendix II;

(2) In the area of written communication, the candidate shall have the ability to understand and create written materials in the target language for a variety of purposes and audiences;

(3) In the area of cultures, the candidate shall have the following knowledge and abilities as relating to target language societies:

a. Knowledge of customs and ranges of cultural expression, including but not limited to art, cuisine, and music;

b. Knowledge of representative types of literature including various literary themes and perspectives across authors, genres, and regions;

c. Knowledge of the history, geography, and contemporary events;

d. Knowledge of social structures, roles, and attitudes, such as family, education, work, and leisure; and

e. Knowledge of political systems and institutions;

(4) In the area of connections, the candidate shall have the ability to apply the target language to other content areas to reinforce and further the knowledge of other disciplines, including:

a. Knowledge of the range of career opportunities for speakers of more than one language;

b. Ability to describe and compare how basic sports and leisure activities are conducted in areas where the target language is spoken to these practices in the United States;

c. Ability to identify the currency and principal products of various target language countries;

d. Knowledge of and ability to use the target language to explain its structure; and

e. Knowledge that differences exist in language use among different social and regional groups in such areas as vocabulary, pronunciation, and level of formality; and

(d) Ability to compare and contrast cultural practices and social roles, such as ceremonies, and interpersonal relationships, among various countries where the target language is spoken.

Source. #7924, eff 7-24-03; ss by #9306, eff 10-25-08, EXPIRED: 10-25-16

New. #12148, eff 3-24-17; renumbered by #12603 (formerly Ed 507.37)

Ed 507.39 Music Teacher.

(a) To be considered for a music teacher Statement of Eligibility as outlined in Ed 505.05, a candidate shall have at least a bachelor's degree.

(b) To be eligible for licensure as a music teacher under any of the pathways described in Ed 505.04 through Ed 505.06 a candidate shall have the following skills, competencies, and knowledge:

(1) Personal musicianship and performance ability including:

a. Performing from notation with artistic expression and technical accuracy, either vocally or instrumentally, as a soloist and as a member of a musical ensemble;

b. Improvising to a structured harmonic accompaniment, idiomatically in at least one medium and style, including but not limited to jazz;

c. Performing and transposing on:

1. Piano; and

2. Guitar or other harmonic instrument;

d. Conducting various types of repertoire with accuracy, clarity, and musicianship; and

e. Researching, planning, and presenting a musical performance;

(2) Aural skills and theory including:

a. Hearing, analyzing, and correcting individual performances during rehearsals and classes;

b. Aurally recognizing a variety of historical and contemporary musical forms and genres;

c. Sight singing;

d. Notating music from listening;

e. Reading and writing music in:

1. Traditional notation using a variety of clefs; and

2. Non-traditional notation;

f. Making common transpositions;

g. Analyzing formal and expressive elements in written music; and

h. Composing and arranging music which exhibits appropriate instrumentation, voicing, level of difficulty, and style;

(3) Music history and culture including:

a. Describing the development of the Western music arts beginning with The Middle Ages;

b. Analyzing the role of music in a variety of cultures; and

c. Describing the music of a variety of cultures;

(4) K-12 general music pedagogy including:

a. Developing in students the ability to read and write music in traditional and non-traditional notation;

b. Guiding students to express themselves musically through singing, playing instruments, moving purposefully, improvising, composing, and arranging;

c. Developing in students the ability to describe, analyze and evaluate music and musical performances through a variety of methods including guided listening;

d. Creating sequential instruction in music history, its role in culture, and its relationship to other disciplines; and

e. Using current technologies and multimedia to:

1. Plan and prepare instruction;

2. Deliver instruction;

3. Provide opportunities for music students to create, perform, and respond; and

4. Amplify and augment performance; and

(5) K-12 music performance pedagogy including:

a. Developing in students the ability to sing and perform expressively alone and with others at a beginning level in healthy, age-appropriate ways including:

1. Tone production in the general and extended ranges of the voice including the changing voice;

2. Vocal techniques, including, but not limited to diction, breathing, and posture; and

3. Varied repertoire;

b. Developing in students the ability to play and perform expressively alone and with others at a beginning level on classroom instruments, beginning band, and orchestra instruments in healthy, age-appropriate ways including:

1. Tone production;

2. Articulation;

3. Fingerings; and

4. Transposition for commonly used instruments; and

c. Instructing, rehearsing, assessing and refining either:

1. Vocalists throughout their school career and in performances of choral music with knowledge of advanced techniques of:

(i) Tone production in the general and extended ranges of the voice including the changing voice;

(ii) Vocal techniques, including, but not limited to diction in English and in other world languages; and

(iii) Varied repertoire, including music of four or more parts, accompanied or a cappella; or

2. Instrumentalists throughout their school career in performances including advanced techniques of:

(i) Tone production;

(ii) Articulation;

(iii) Fingerings, including alternate fingerings; and

(iv) Transposition for less commonly used instruments.

Source. #7924, eff 7-24-03; amd by #9306, eff 10-25-08; ss by #9939, INTERIM, eff 6-9-11, EXPIRED: 12-6-11

New. #10130, eff 5-18-12; renumbered by #12603 (formerly Ed 507.38), EXPIRED: 5-18-22; ss by #13487, eff 11-11-22

Ed 507.40 Special Education Teacher.

(a) To be licensed as a special education teacher the candidate shall have at least a bachelor’s degree.

(b) A candidate for licensure as a special education teacher shall have skills, competencies, and knowledge in the following areas:

(1) In the area of foundations, the candidate shall have the ability to:

a. Describe the philosophies, historical perspectives, theories, models, federal law, state law, and case law related to knowledge and practice in general and special education;

b. Understand how philosophical and historical perspectives influence professional practice;

c. Understand the role of families in supporting the development of a student’s ability to learn, interact socially, and live as a contributing member of the community;

d. Understand the functions of schools, school systems, and other agencies and their relationships to general and special education; and

e. Understand the components of a legally defensible education program;

(2) In the area of development and characteristics of learners, the candidate shall have the ability to:

a. Describe the similarities and differences in human growth and development of individuals with and without disabilities within and across cognitive, academic, developmental, social, language, sensory, diversity, physical, and emotional and behavioral areas;

b. Define the characteristics and their respective educational implications of all types of disabilities in federal statutes, federal regulations, and Ed 1100;

c. Demonstrate knowledge and understanding of diversity, families, communities, gender, and society that influence learning; and

d. Demonstrate understanding of the influences of environment and co-existing conditions, disabilities, or both, in individuals;

(3) In the area of learning differences, the candidate shall have the ability to:

a. Understand and utilize the results of individuals’ evaluations, assessments, and other information from a variety of sources, including parents and students, to identify academic, developmental, social, emotional, behavioral, functional skills, and post-secondary transition educational needs;

b. Demonstrate knowledge and understanding of the learning differences, preferences, and needs of students with disabilities including multiple influences of human growth and development in collaboration with team members in the development of individualized educational programs;

c. Understand how the learning differences, preferences, and needs of students with disabilities affect progress in the general curriculum, extracurricular activities, and other nonacademic areas;

d. Identify levels of special education services, supplementary aids and services, and support for school personnel to create inclusive instructional opportunities that accommodate diverse learning needs;

e. Understand and utilize the diverse range of a student’s approach to learning and the range of modifications and accommodations that can be used to support learning;

f. Understand the concept of least restrictive environment and the continuum of educational environments; and

g. Recognize the relationships among a student’s academic, social, emotional, behavioral and functional abilities, attitudes, and interests on instruction, transition planning, and career development;

(4) In the area of learning and social environments, the candidate shall have the ability to:

a. Incorporate research-based instructional frameworks to promote access, equity, and respect for all students in the general education environments;

b. Use effective routines, clear expectations and procedures to create safe, caring, respectful, and productive learning environments;

c. Use a range of preventive and responsive practices documented as effective to support an individual’s social, emotional, and educational well-being;

d. Collaboratively select, administer, analyze, and interpret multiple measures of student’s learning, behavior, and the classroom environment to evaluate and adapt classroom settings utilizing interventions and adapting instructions;

e. Structure learning environments and activities to develop and foster a student’s self-awareness, self-management, self-regulation, self-reliance, and self-esteem; and

f. Provide positive and constructive feedback to guide a student’s learning and behavior;

(5) In the area of assessment, the candidate shall have the ability to:

a. Understand federal law, state law, and administrative rules pertaining to students with disabilities for required assessments and qualified examiners by disability type for the evaluation of students with disabilities as part of assessment related to the special education process;

b. Understand procedures and timelines for the referral, evaluation, and determination of eligibility for special education and related services;

c. Understand the range of formal and informal assessments, instruments, and results and their purposes in the special education process form making educational decisions;

d. Collaboratively select, administer in native language, communication mode, or both, and interpret multiple formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable, understand their limitations, and demonstrate the ability to write a formal report;

e. Systematically use data from a variety of sources to identify the function served by problem behavior to plan, implement, and evaluate behavioral interventions;

f. Assess, analyze, interpret, and communicate a student’s progress towards measurable outcomes, using technology as appropriate, to inform both short- and long-term planning and make ongoing adjustments to instruction; and

g. Demonstrate an understanding of the manifestation determination process;

(6) In the area of instructional planning and strategies, the candidate shall have the ability to:

a. Collaboratively plan and participate in best practices in co-teaching to strengthen learning and achievement in the general curriculum for students with disabilities;

b. Incorporate supports, services, and supplementary aids, including equipment, materials, and assistive technology, across all environments;

c. Design and implement effective strategies that promote active student engagement, increase student motivation, and enhance self-regulation of a student’s learning;

d. Utilize evidence-based interventions and strategies from multiple approaches validated for specific characteristics of learners based on formative and summative assessment, to create and implement lesson plans for academic, social, and behavioral content that are responsive to diverse backgrounds;

e. Support the implementation of annual measurable goals, with specially designed instruction, accommodations, and modifications;

f. Provide specially designed instruction for students with disabilities to increase accuracy and proficiency in the areas of:

1. Reading and writing including phonemic awareness;

2. Phonics;

3. Fluency;

4. Vocabulary;

5. Comprehension; and

6. Written expression;

g. Provide specially designed instruction for students with disabilities to increase accuracy and proficiency in the areas of:

1. Counting and cardinality;

2. Operations and algebraic thinking;

3. Numbers and operations base ten;

4. Numbers and operations with fractions;

5. Measurement and data;

6. Geometry;

7. Ratios and proportional relationships;

8. The number system;

9. Functions; and

10. Statistics, and probability;

h. Identify and explicitly teach executive functioning and social skills;

i. Identify and teach strategies for preparing individuals to live independently, cooperatively, and productively in society;

j. Use individualized strategies to enhance language development and communication skills; and

k. Use progress monitoring from ongoing assessment data to evaluate instruction and student performance, and make responsive adjustments to instruction or individual education plan;

(7) In the area of curricular content and knowledge, the candidate shall have the ability to:

a. Use theories and research that form the basis of curriculum development and instructional practices;

b. Use state, local, or both content standards for planning, teaching, accommodating, and assessing to individualized learning across all settings;

c. Use technology related to curriculum content for planning and managing teaching and learning environments; and

d. Integrate effective social and life skills within the academic curriculum;

(8) In the area of professional practice, the candidate shall have the ability to:

a. Identify organizations and publications relevant to students with disabilities;

b. Identify sources of unique services, networks, and organizations for students with disabilities;

c. Describe the rights and responsibilities of schools, students, families, teachers, and other professionals related to the identification, placement, and services of students with disabilities in accordance with procedural safeguards of Ed 1120 and 34 CFR 300.504, May 2017, as referenced in Appendix II; and

d. Understand how issues of human diversity can impact families, cultures, and schools, in the delivery of special education services; and

(9) In the area of collaboration, the candidate shall have the ability to:

a. Utilize communication, group facilitation, and problem-solving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address students’ instructional and behavioral needs;

b. Collaborate, communicate, and coordinate with families paraprofessionals, and other professionals within the educational setting to assess, plan, and implement effective programs and services that promote progress toward measurable outcomes for individuals with and without disabilities;

c. Collaborate, communicate, and coordinate with professionals and state and local agencies within the community to identify and access services, resources, and supports to meet the identified needs of individuals with disabilities and their families;

d. Advocate for and secure appropriate services for students with disabilities; and

e. Foster respectful and beneficial relationships between families and professionals through the use of meaningful parent engagement;

(c) Each candidate for licensure as a special education teacher for students age 5 up to age 21 shall have the following skills, competencies, and knowledge through a combination of academic and clinical field-based experiences:

(1) Skill in engaging students with and without disabilities from age 5 up to age 21; and

(2) Ability to engage in the full range of teaching activities, roles, and responsibilities encountered in the school and community settings of a student with disabilities.

(d) Special education licensure shall qualify a teacher to:

(1) Teach specially designed instruction to students with disabilities whose placement is along the continuum of alternative educational environments but do not require the specialized knowledge and skills of an educator with a categorical endorsement as defined in Ed 507.42 through Ed 507.47; and

(2) Teach curriculum, aligned to alternative academic standards, in consultation with certified content area teachers, to children with disabilities.

Source. #8024, eff 7-1-04; ss by #9991, eff 9-16-11, EXPIRED: 9-16-19; renumbered by #12603 (formerly Ed 507.39)

New. #12898, INTERIM, eff 10-11-19, EXPIRED: 4-8-20

New. #13023, Emergency Rule, eff 4-9-20, EXPIRES: 10-6-20; ss by #13099, eff 9-11-20

Ed 507.41 Early Childhood Special Education Teacher.

(a) To be licensed as an early childhood special education teacher, the candidate shall have at least a bachelor’s degree;

(b) A candidate for licensure as early childhood special education teacher for children from birth through grade 3 shall have skills, competencies, and knowledge in the following areas:

(1) In the area of foundations, the candidate shall have the ability to:

a. Describe the philosophies, historical perspectives, theories, models, federal law, state law, and case law related to knowledge and practice in early childhood education and special education;

b. Understand how philosophical and historical perspectives influence professional practice;

c. Understand the role of families in supporting the development of a young child’s ability to learn, interact socially, and live as a contributing member of the community;

d. Understand the functions of early childhood settings, schools, school systems, community systems, and other agencies and their relationships to early childhood education and special education; and

e. Understand the components of a legally defensible education program;

(2) In the area of development and characteristics of learners, the candidate shall have the ability to:

a. Describe the similarities and differences in human growth and development of young children with and without disabilities, within and across cognitive, academic, developmental, social, emotional and behavioral, temperament, language, sensory, diversity, and physical areas;

b. Define the characteristics and their respective educational implications of all types of disabilities as described in federal statutes, federal regulations, and Ed 1100;

c. Demonstrate knowledge and understanding diversity, families, communities, gender, and society that influence learning; and

d. Demonstrate understanding of the influence of environment, co-existing conditions, and disabilities on young children;

(3) In the area of learning differences, the candidate shall have the ability to:

a. Understand and utilize the results of a young child’s evaluations, assessments, and other information from a variety of sources, including parents and young children, to identify academic, developmental, social, emotional, behavioral, and functional skills;

b. Demonstrate knowledge and understanding of the learning differences, preferences, and needs of young children with disabilities including multiple influences of human growth and development in collaboration with team members in the development of individualized family service programs (IFSP) and individualized education programs (IEP);

c. Understand how the learning differences, preferences, and needs of young children with disabilities affect progress in preschool activities, the general curriculum, extracurricular activities, and other nonacademic areas;

d. Identify levels of special education services, supplementary aids and services, and support for school personnel to create inclusive instructional opportunities that accommodate diverse learning needs;

e. Understand and utilize the diverse range of a young child’s approaches to learning and the range of modifications and accommodations that can be used to support learning;

f. Understand the concept of least restrictive environment and the continuum of educational environments; and

g. Recognize the relationships among a young child’s academic, social, emotional, behavioral and functional abilities, attitudes and interests on the activities of young children and instruction;

(4) In the area of learning and social environments, the candidate shall have the ability to:

a. Incorporate research based instructional frameworks to promote access, equity, and respect for all children in the early childhood and general education environments;

b. Use effective routines, clear expectations and procedures to create safe, caring, respectful, and productive learning environments;

c. Use of range of preventive and responsive practices documented as effective to support individuals’ social, emotional, and educational well-being;

d. Collaboratively select, administer, analyze, and interpret multiple measures of a young child’s learning, behavior, and the classroom environment to evaluate and adapt classroom settings utilizing interventions and adapting instruction;

e. Structure learning environments and activities to develop and foster a young child’s self-awareness, self-management, self-regulation, self-reliance, and self-esteem; and

f. Provide positive and constructive feedback to guide a young child’s learning and behavior;

(5) In the area of assessment, the candidate shall have the ability to:

a. Understand the federal law, state law, and administrative rules pertaining to young children with disabilities, for required assessments and qualified examiners by disability type for the evaluation of young children with disabilities as part of assessment related to the special education process;

b. Understand early childhood services and supports, birth up to age 3, and the transition process from the IFSP to the IEP by age 3;

c. Understand procedures and timelines for the referral, evaluation, and determination of eligibility for special education and related services;

d. Understand and utilize the range of informal assessments, instruments, and results and their purpose in the special education process for making educational decisions;

e. Collaboratively select, administer in native language, or communication mode, or both, and interpret multiple formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable, understand their limitations, and demonstrate the ability to write a formal report;

f. Systematically use data from a variety of sources to identify the function served by problem behavior to plan, implement, and evaluate behavioral interventions; and

g. Assess, analyze, interpret, and communicate a young child’s progress towards measurable outcomes, using technology as appropriate, to inform both short- and long-term planning and make ongoing adjustments to instruction.

(6) In the area of instructional planning and strategies, the candidate shall have the ability to:

a. Collaboratively plan and participate in best practices in co-teaching to strengthen learning and achievement in preschool activities, home setting, and the general education curriculum for young children with disabilities;

b. Incorporate supports, services, and supplementary aids, including equipment, materials, and assistive technology, across all environments;

c. Design and implement effective strategies that promote active engagement, increase

motivation, and enhance self-regulation of a young child’s learning;

d. Utilize evidence-based interventions and strategies from multiple approaches validated for specific characteristics of learners based on formative and summative assessment, to create and implement lesson plans for academic, social, and behavioral content that are responsive to diverse backgrounds;

e. Support the implementation of annual measurable goals, with specially designed instruction, accommodations, and modifications;

f. Provide specially designed instruction in order to increase accuracy and proficiency in basic social-emotional, early language/communication, early literacy, early writing, and early numeracy skill development for young children with disabilities;

g. Identify and explicitly teach foundations of learning, executive functioning, and social skills;

h. Use individualized strategies to enhance language development and communication skills; and

i. Use progress monitoring from ongoing assessment data to evaluate instruction and a young child’s performance, and make responsive adjustments to instruction, individual family support program, or individual education program;

(7) In the area of curricular content and knowledge, the candidate shall have the ability to:

a. Use theories and research that form the basis of play-based learning, preschool activities, curriculum development, and instructional practices;

b. Use state and local content standards or guidelines for planning, teaching, accommodating, and assessing to individualize learning across all settings;

c. Use technology related to curriculum content for planning and managing teaching and learning environments; and

d. Integrate effective social and life skills within the early childhood setting;

(8) In the area of professional practice, the candidate shall have the ability to:

a. Identify organizations and publications relevant to young children with disabilities;

b. Identify sources of unique services, networks, and organizations for young children with disabilities;

c. Describe the rights and responsibilities of schools, young children, families, teachers, and other professionals related to the identification, placement, and services of young children with disabilities in accordance with procedural safeguards of Ed 1120 and 34 CFR 300.504, May 2017, as referenced in Appendix II; and

d. Understand how issues of human diversity can impact families, cultures, and schools in the delivery of special education services; and

(9) In the area of collaboration, the candidate shall have the ability to:

a. Utilize communication, group facilitation, and problem-solving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address a young child’s instructional and behavioral needs;

b. Collaborate, communicate, and coordinate with families, paraprofessionals, and other professionals across all educational settings to assess, plan and implement effective programs and services that promote progress toward measurable outcomes for young children with and without disabilities and their families;

c. Collaborate, communicate, and coordinate with professionals and state and local agencies within the community to identify and access services, resources, and supports to meet the identified needs of young children with disabilities and their families;

d. Advocate for and secure appropriate services for young children with disabilities; and

e. Foster respectful and beneficial relationships between families and professionals through the use of meaningful parent engagement;

(c) Each candidate for licensure as an early childhood special education teacher for young children from birth through grade 3 shall have the following skills, competencies, and knowledge through a combination of academic and supervised field-based experiences:

(1) Skill in engaging with young children with and without disabilities from birth through grade 3; and

(2) Ability to engage in the full range of teaching activities, roles, and responsibilities encountered in the school and community settings of a young child with disabilities;

(d) Early childhood special education licensure shall qualify a teacher to provide special education services to young children with disabilities:

(1) For young children from birth through age 3, who receive early supports and services;

(2) For young children from age 3 up to kindergarten, whose placement is in an early childhood program or an early childhood special education program; and

(3) For young children in kindergarten through grade 3, who are eligible to receive special education services and who are able to benefit from general and special education but do not require the specialized knowledge and skills of an educator certified under one or more of the programs defined in Ed 507.42 through Ed 507.47; and

(e) “General education,” as used in (d)(3) above means instruction in a setting that has the inclusion of children with disabilities in proportion to their presence in the general population utilizing the curriculum of the elementary school and taught by a certified elementary or early childhood teacher, with supports from special education personnel, as necessary.

Source. #9991, eff 9-16-11; renumbered by #12603 (formerly Ed 507.391), EXPIRED: 9-16-19

New. #12898, INTERIM, eff 10-11-19, EXPIRED: 4-8-20

New. #13023, Emergency Rule, eff 4-9-20, EXPIRES: 10-6-20; ss by #13099, eff 9-11-20

Ed 507.42 Special Education Teacher in Area of Intellectual Developmental Disabilities. To be certified as teacher in the area of intellectual developmental disabilities, including the autism spectrum disorder, the candidate shall:

(a) Have at least a bachelor's degree and certification in general special education under Ed

507.40; and

(b) Have the following knowledge, skills, and dispositions through a combination of academic and supervised practical experiences in the following areas:

(1) In the area of foundations, the ability to:

a. Describe issues related to the identification of individuals with intellectual developmental disabilities;

b. Describe the continuum of placement and services available for individuals with intellectual developmental disabilities; and

c. Identify the historical trends and practices in the field of intellectual developmental disabilities;

(2) In the area of development and characteristics of learners, the ability to:

a. Identify the causes and theories of intellectual developmental disabilities and implications for prevention;

b. Explain the medical aspects of intellectual developmental disabilities and their implications for learning; and

c. Describe the psychological, social, emotional, and movement characteristics of individuals with intellectual developmental disabilities;

(3) In the area of individual learning differences, the ability to:

a. Align individualized educational programs (IEPs) with current evidence-based research;

b. Use informal and formal evaluations to develop IEPs;

c. Explain the complex interrelationships among differences in behavior, communication, sensory and movement capabilities, and cultural differences in developing IEPs;

d. Explain the impact of intellectual developmental disabilities on behavior;

e. Identify an individual's needs for medical support services; and

f. Describe levels of support related to the needs of an individual;

(4) In the area of instructional strategies, the ability to:

a. Utilize a variety of evidence-based instructional methods and specialized materials to teach individuals and help them generalize new knowledge, skills, and dispositions;

b. Design and coordinate typical and specialized supports in the classroom, school, and community in the areas of curriculum, instruction, communication, assistive technology, and medical and related services; and

c. Construct a graduation planning continuum that leads to an individual's participation in a variety of typical adult roles and integrated community environments such as postsecondary education, work, housing, and community living;

(5) In the area of learning environments and social interactions, the ability to:

a. Develop learning environments that include individuals with intellectual developmental disabilities in age-appropriate, general education classrooms in local schools and community-based settings;

b. Identify barriers, including, but not limited to, attitudes, educational practices, communication methods, transportation, and physical barriers, to the development of an individual's social relationships and develops strategies for avoiding or overcoming them;

c. Facilitate interactions between individuals with intellectual developmental disabilities, their age-appropriate classmates without disabilities, and other peers in order to develop, maintain, and enhance social and communicative relationships;

d. Identify opportunities and facilitate support for an individual's participation in typical extra- and co-curricular activities, based on the individual's interests and desires;

e. Demonstrate knowledge of transfer, lifting, positioning, and feeding techniques; and

f. Use assistive technology in learning environments;

(6) In the area of language, the ability to:

a. Describe the role of augmentative communication in developing an individual's problem-solving and social interactions skills;

b. Integrate a variety of augmentative communication symbols, modes, aids, and techniques that support an individual's active participation, learning, and communication in the general curriculum, in the general education classroom, during typical school routines, and in the community; and

c. Plan instruction on the use of augmentative communication systems;

(7) In the area of instructional planning, the ability to:

a. Collaborate and plan with others, including, but not limited to, parents, general education teachers, related service providers, school nurses, paraeducators, and appropriate members of the community, to develop IEPs that reflect goals based on the content of the general education curriculum, including, but not limited to:

1. Subject matter knowledge from general curriculum subject areas;

2. Literacy, including functional literacy;

3. Social skills;

4. Vocational planning and career skills, including driver education;

5. Community service learning;

6. Skills for community living;

7. Self-determination and self-advocacy; and

8. General learning habits and behaviors;

b. Design positive approaches to challenging behavior and support teams in their implementation of individualized student support plans;

c. Identify model programs for individuals with intellectual developmental disabilities, including postsecondary education or career transition;

d. Select and use specialized instructional strategies appropriate to individuals with intellectual developmental disabilities;

e. Design and implement sensory supports for individuals with intellectual developmental disabilities;

f. Plan instruction for independent functional life skills relevant to the community, personal living, sexuality, postsecondary education, and employment;

g. Plan and implement appropriate instruction based on an individual's chronological age, abilities, and high expectations for learning; and

h. Design, implement, and evaluate instructional programs that enhance social participation across environments;

(8) In the area of assessment, the ability to:

a. Assess an individual's learning and communication styles, strengths, and needs using a variety of authentic assessment strategies, including, but not limited to:

1. Criterion-based assessments;

2. Ecological inventories;

3. Play-based assessments;

4. Futures planning assessments; and

5. Other classroom or typical activity-based strategies;

b. Assess the factors that affect learning and communication, including, but not limited to:

1. The physical and sensory environments;

2. The curriculum;

3. Instructional methods;

4. Individual characteristics;

5. Family and cultural factors; and

6. Classmates' and teachers' attitudes;

c. Conduct comprehensive functional behavioral assessments;

d. Identify opportunities for learning and communication in a variety of environments, including, but not limited to:

1. General education classrooms;

2. Typical school routines and activities; and

3. Extracurricular activities in the community and at home;

e. Develop meaningful documentation procedures to evaluate an individual's learning and communication skills and provide this information for general education and alternate assessment purposes;

f. Evaluate educational programs in order to:

1. Improve team collaboration;

2. Enhance the effectiveness of supports; and

3. Maximize achievement; and

g. identify environmental assessment conditions that promote maximum performance of individuals with intellectual developmental disabilities;

(9) In the area of professional practice, the ability to:

a. Identify organizations and publications in the field of intellectual developmental disabilities;

b. Participate in the activities of professional organizations in the field of intellectual development.al disabilities; and

c. Understand laws and policies regarding identification and placement procedures for individuals with intellectual developmental disabilities; and

(10) In the area of collaboration, the ability to:

a. Demonstrate leadership skills to promote:

1. An individual's:

(i) Access to and achievement within the general curriculum in the general education classroom;

(ii) Learning of functional life skills;

(iii) Development of social relationships; and

(iv) Access to and use of augmentative and alternative communication and assistive technology; and

2. General school reform and systems change;

b. Provide facilitation and leadership to teams, including, but not limited to, parents, general education teachers, related service providers, school nurses, and paraeducators, as they plan, implement, and evaluate individuals' educational programs;

c. Collaborate with others to secure funding for augmentative communication and other learning and assistive technology and facilitate their optimum functioning through regular maintenance and service;

d. Coordinate and provide professional development and, when appropriate, supervision, for professionals, administrators, paraeducators, family members, and the general community in the areas of quality education and communication supports for individuals with intellectual developmental disabilities; and

e. Collaborate and promote the development of leadership skills of individuals' families by connecting them with self-advocacy and community resources.

Source. #8229, eff 12-17-04; ss by #9157, eff 7-1-08; ss by #11153, eff 8-16-16; renumbered by #12603 (formerly Ed 507.40)

Ed 507.43 Special Education Teacher in Area of Deaf and Hearing Disabilities. To be certified as teacher in the area of deaf and hearing disabilities, the candidate shall:

(a) Have at least a bachelor's degree; and

(b) Have the following knowledge, skills, and dispositions through a combination of academic and supervised practical experiences in the following areas:

(1) In the area of foundations, the ability to:

a. Identify models, theories, and philosophies that provide the basis for educational practice for individuals who are deaf or have hearing disabilities;

b. Articulate educational definitions, identification criteria, labeling issues, incidence, and prevalence figures for individuals who are deaf or have hearing disabilities;

c. Identify etiologies of hearing loss that can result in additional sensory, motor, or learning differences;

d. State issues and trends in the field of education of individuals who are deaf or have hearing disabilities;

e. Identify major contributors to the field of education of individuals who are deaf or have hearing disabilities;

f. Apply theories, philosophies, and models of practice to the education of individuals who are deaf or have hearing disabilities;

g. Explain basic audiological principles; and

h. Identify:

1. Amplification systems, including, but not limited to, personal hearing aids and cochlear implants; and

2. Assistive listening devices, including, but not limited to, C-print, CART, and relay services;

(2) In the area of development and characteristics of learners, the ability to:

a. Apply theories of cognitive development of individuals who are deaf or have hearing disabilities;

b. Identify characteristics and effects of the cultural and environmental milieu on an individual with hearing loss and the individual's family;

c. integrate current knowledge about the effects of various medications and medical and technological advancements on individuals with hearing loss;

d. Explain the hierarchy of auditory development; and

e. Describe the impact of the age of onset of hearing loss, age of identification, incidental learning, and provision of services on the development of the individual who is deaf or has hearing disabilities;

(3) In the area of individual learning differences, the ability to:

a. Analyze the impact of educational placement options with regard to cultural identity and linguistic, academic, social, and emotional development;

b. Assess the cultural implications of hearing loss that may impact an individual;

c. Apply information on the cognitive, physical, cultural, social, academic, and emotional characteristics of children who have special needs in addition to hearing loss; and

d. Evaluate the impact of various hearing losses, including, but not limited to, unilateral, hard of hearing and deaf, on an individual's social, emotional, cognitive, and language development;

(4) In the area of instructional strategies, the ability to:

a. Demonstrate the language used to teach an individual who is deaf or who has hearing disabilities specific to the methodology determined by the individualized education program or 504 team;

b. Integrate the sources of specialized instructional and assessment materials for an individual who is deaf or has hearing disabilities;

c. Select the appropriate procedures and technologies consistent with a variety of philosophies necessary to educate individuals who are deaf or have hearing disabilities;

d. Prepare individuals who are deaf or have hearing disabilities in the use of interpreters, note takers, peer tutors, amplification devices, and assistive listening devices;

e. Apply various applicable language teaching strategies to the needs of an individual;

f. Implement educational designs and practices of various programming options for individuals who are deaf or have hearing disabilities;

g. Select appropriate auditory training techniques that will maximize residual hearing for deaf or individuals with hearing disabilities; and

h. Maintain and troubleshoot hearing aids, cochlear implants, and FM systems using radio broadcast technology;

(5) In the area of learning environments and social interactions, the ability to:

a. Promote the processes for establishing ongoing interactions of individuals who are deaf or hard of hearing with peers and role models who are deaf or hard of hearing;

b. Promote opportunities for interaction with communities of individuals who are deaf or hard of hearing on local, state, and national levels;

c. Make accommodations to the instructional environment to meet the physical, cognitive, cultural, social, and communication needs of the individual who is deaf or hard of hearing;

d. Promote incidental language experiences to fit the visual and other sensory needs of individuals who are deaf or hard of hearing; and

e. Design a classroom environment that maximizes opportunities for visual or auditory teaming, or both, for individuals who are deaf or hard of hearing via:

1. Daily routines;

2. Improving classroom acoustics;

3. Limiting distance, noise, and reverberation; and

4. Suggesting modifications and accommodations as necessary;

(6) In the area of communication, the ability to:

a. Demonstrate fluency in communication approaches salient to the individual who is deaf or hard of hearing that are necessary to enhance cognitive, emotional, and social development;

b. Evaluate the communication approaches salient to the individual who is deaf or hard of hearing; ·

c. Apply the various components of nonlinguistic and linguistic communication used by individuals who are deaf or hard of hearing;

d. Apply strategies to facilitate cognitive and communicative development in individuals who are deaf or hard of hearing;

e. Develop communication between the individual who is deaf or hard of hearing and his or her family or community; and

f. Select appropriate communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not English;

(7) In the area of instructional planning, the ability to:

a. Identify and evaluate programs, including career, vocational and transition, for individuals who are deaf or hard of hearing;

b. Select, design, and use technology, materials, and resources required to educate individuals who are deaf or hard of hearing;

c. Integrate speech skills, as consistent with the individual's ability and the program's educational philosophy, into all areas of the curriculum;

d. Modify instruction for individuals who are deaf or hard of hearing and who have multiple disabilities and special needs;

e. Define roles and responsibilities of the educational interpreter related to instruction, intervention, and direct service; and

f. Prepare individuals to self- advocate as related to hearing loss;

(8) In the area of assessment, the ability to:

a. Explain specialized technology used in assessing individuals who are deaf or hard of hearing;

b. Utilize the specialized materials and procedures for evaluation, eligibility, placement, and program planning for individuals who are deaf or hard of hearing;

c. Gather and analyze verbal and nonverbal communication samples;

d. Articulate the specialized policies on referral and placement procedures for individuals who are deaf or hard of hearing;

e. Report assessment results using effective communication;

f. Evaluate instruction and monitor progress of individuals who are deaf or hard of hearing;

g. Develop or modify individualized assessment strategies;

h. Use performance data and informal input from students, parents, educators, and administrators to do the following for individuals who are deaf or hard of hearing:

i. Identify appropriate modifications in the learning environment;

1. Develop instructional assessment strategies;

2. Evaluate results of instruction and appropriateness of program options; and

3. Assess developmental skill levels in the domains of cognition, language, motor, and social emotional development;

(9) In the area of professional practice, the ability to:

a. Promote appropriate roles and responsibilities of teachers and support personnel in educational practice for individuals who are deaf or hard of hearing;

b. Model adherence to professional conduct and confidentiality policies;

c. Participate in professional development activities to increase knowledge and skills related to educating and communicating with individuals who are deaf or hard of hearing; and

d. Utilize the knowledge of the various organizations and publications relevant to the field of education of individuals who are deaf or hard of hearing; and

(10) In the area of collaboration, the ability to:

a. Understand the various services, networks, and organizations available to individuals who are deaf or hard of hearing at the local, state and national levels;

b. Coordinate support personnel to meet the diverse communication needs of the individual who is deaf or hard of hearing;

c. Provide families with resources, knowledge, skills, and support to make choices regarding communication modes, philosophies, and educational options across the lifespan;

d. Promote effective communication and collaboration with individuals with exceptional teaming needs, including families, school personnel, and community members;

e. Collaborate with school personnel, parents, clinical personnel, and community members in integrating individuals with exceptional learning needs into various settings;

f. Model techniques and coach others in the use of instructional methods and accommodations;

g. Demonstrate the ability to impart specific knowledge of the needs of deaf and hard of hearing individuals to educational staff; and

h. Support instruction in the regular education classroom by observing, evaluating, and providing specific knowledge to educational and support staff.

Source. #8229, eff 12-17-04; ss by #9157, eff 7-1-08; ss by #11153, eff 8-16-16; renumbered by #12603 (formerly Ed 507.41)

Ed 507.44 Special Education Teacher in Area of Emotional and Behavioral Disabilities. To be certified as teacher in the area of emotional and behavioral disabilities, the candidate shall:

(a) Have at least a bachelor's degree and certification in general special education under Ed 507.40; and

(b) Have the following knowledge, skills, and dispositions through a combination of academic and supervised practical experiences in the following areas:

(1) In the area of foundations, the ability to:

a. Understand law, policies, and principles regarding behavior management, planning, and implementation;

b. Understand legal, judicial, and educational systems as related to emotional and behavioral disabilities, including handling confidential information as required by laws and regulations;

c. Understand principles of normalization and concept of least restrictive environment for individuals with emotional and behavioral disabilities; and

d. Understand the theory of reinforcement techniques in serving individuals with emotional and behavioral disabilities;

(2) In the area of development and characteristics of learners, the ability to:

a. Demonstrate knowledge of the etiology and identification of emotional and behavioral disabilities;

b. Understand current trends and treatment of physical development, disability, and health impairments related to individuals with emotional and behavioral disabilities; and

c. Demonstrate an understanding of the social characteristics of individuals with emotional and behavioral disabilities;

(3) In the area of individual learning differences, the ability to:

a. Recognize variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with emotional and behavioral disabilities and their families in a school setting; and

b. Demonstrate an understanding of the learning differences among individuals from culturally diverse backgrounds;

(4) In the area of instructional strategies, the ability to:

a. Identify and use appropriate specialized materials for individuals with emotional and behavioral disabilities;

b. Implement prevention and intervention strategies for individuals at risk of emotional and behavioral disabilities;

c. Consider the advantages and limitations of instructional strategies and practices for teaching individuals with emotional and behavioral disabilities;

d. Use a variety of resources and techniques while transitioning individuals with emotional and behavioral disabilities into and out of school and post-school environments; and

e. Utilize strategies for integrating student-initiated learning experiences into ongoing instruction for individuals with emotional and behavioral disabilities;

(5) In the area of learning environments and social interactions, the ability to:

a. Maintain consistent teacher attitudes and behaviors that influence behavior of individuals with emotional and behavioral disabilities;

b. Teach appropriate social skills needed for educational and other environments;

c. Understand the advantages and disadvantages of placement options and the continuum of services for individuals with emotional and behavioral disabilities;

d. Utilize functional classroom designs for individuals with emotional and behavioral disabilities;

e. Create a safe, equitable, positive, and supporting learning environment in which diversities are valued;

f. Identify realistic expectations for personal and social behavior in various settings and identify supports needed for successful integration;

g. Design learning environments that encourage active participation in individual and group activities by modifying the learning environment to manage behaviors;

h. Use the least intensive behavior management strategy consistent with the specific needs of an individual with emotional and behavioral disabilities;

i. Teach self-advocacy strategies and skills so that an individual with emotional and behavioral disabilities can be more proactive;

j. Structure, direct, and support the activities of paraeducators, volunteers, and tutors to support and encourage self-advocacy and increased independence;

k. Establish a consistent classroom routine for individuals with emotional and behavioral disabilities; and

l. Use skills in problem solving and conflict resolution;

(6) In the area of language, the ability to:

a. Consider the effects of cultural and linguistic differences on growth, development, and communication;

b. Understand the ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding; and

c. Use strategies to support and enhance communication skills of individuals;

(7) In the area of instructional planning, the ability to:

a. Utilize theories and research for the basis of curriculum development and instructional practice relating to state-recommended curriculum;

b. Use technology for planning and managing the teaching and learning environment as related to emotional and behavioral disabilities;

c. Understand the roles and responsibilities of the paraeducator relating to instructional support, intervention, and direct service;

d. Design, locate, and use specialized materials for individuals with emotional and behavioral disabilities;

e. Use procedures to increase an individual's self-awareness, self-management, self control, self-reliance, self-esteem, and self-advocacy;

f. Use a variety of non-aversive techniques to control targeted behaviors and maintain attention of individuals with emotional and behavioral disabilities;

g. Plan and implement individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behavior;

h. Integrate academic instruction, affective education, and behavior management for individuals and groups with emotional and behavior disabilities;

i. Involve the individual and family in setting instructional goals and monitoring progress;

j. Use functional assessments to develop intervention plans;

k. Integrate affective, social, and life skills with academic curricula;

l. Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, gender, and individual differences;

m. Make responsive adjustments to instruction based on continual observations; and

n. Prepare individuals to react in a positive manner that reflects self-esteem in response to societal attitudes and actions;

(8) In the area of assessment, the ability to:

a. Understand and utilize basic terminology used in assessment of emotional and behavioral disabilities;

b. Utilize appropriate policies and procedures involved in the screening, identification, programming, and placement of individuals with emotional and behavioral disabilities including academic and social behaviors;

c. Understand types and importance of information concerning individuals with emotional and behavioral disabilities available in collaboration with families and public or private agencies;

d. Assess appropriate and problematic social behaviors of individuals with emotional and behavioral disabilities;

e. Use assessment information in making eligibility, program, and placement decisions for individuals with emotional and behavioral disabilities;

f. Collect, analyze, and interpret formal and informal assessment data to report to all stakeholders using effective communication skills; and

g. Monitor intragroup behavior changes from subject to subject and activity to activity applicable to individuals with emotional and behavioral disabilities;

(9) In the area of professional practice, the ability to:

a. Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession;

b. Conduct professional activities in compliance with applicable laws and policies as related to emotional and behavioral disabilities;

c. Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals with emotional and behavioral disabilities;

d. Demonstrate knowledge of organizations and publications relevant to the field of emotional and behavioral disabilities; and

e. Participate in activities of professional organizations relevant to the field of emotional and behavioral disabilities; and

(10) In the area of collaboration, the ability to:

a. Understand services, networks, and organizations for individuals with emotional and behavioral disabilities and their transition into the community;

b. Provide parent education programs and behavior management guides that address severe behavioral problems and facilitate communication for individuals with emotional and behavioral disabilities; ·

c. Utilize collaborative and consultative roles of special and general educators in the integration or reintegration of individuals with emotional and behavioral disabilities;

d. Understand the role of professional groups and referral agencies in identifying, assessing, and providing confidential services to individuals with emotional and behavioral disabilities;

e. Understand and utilize elements of the community culture that promote effective communication and collaboration with individuals with emotional and behavioral learning needs, families, school personnel, and community members;

f. Maintain confidential communication about individuals with emotional and behavioral disabilities;

g. Foster respectful and beneficial relationships between families and professionals, including families with cultural diversity;

h. Collaborate with school personnel and community members in integrating individuals with emotional and behavioral disabilities into various settings;

i. Model techniques and coach others in the use of instructional methods;

j. Communicate with school personnel about the characteristics and needs of individuals with emotional and behavioral disabilities;

k. Observe, evaluate, and provide feedback to paraeducators and support them by providing documentation; and

l. Teach parents to use appropriate behavior management and counseling techniques.

Source. #8229, eff 12-17-04; ss by #9157, eff 7-1-08; ss by #11153, eff 8-16-16; renumbered by #12603 (formerly Ed 507.42)

Ed 507.45 Special Education Teacher in Area of Specific Learning Disabilities. To be certified as a teacher in the area of specific learning disabilities, the candidate shall:

(a) Have at least a bachelor's degree and certification in general special education under Ed

507.40; and

(b) Have the following knowledge, skills, and dispositions through a combination of academic and supervised practical experiences in the following areas:

(1) In the area of foundations, the ability to:

a. Understand philosophies, theories, models, and issues related to individuals with specific learning disabilities;

b. Understand laws and policies regarding pre-referral, referral, and placement procedures for individuals who might have specific learning disabilities; and

c. Understand current definitions, issues, and research related to the identification of individuals with specific learning disabilities;

(2) In the area of development and characteristics of learners, the ability to:

a. Understand the etiologies of specific learning disabilities;

b. Understand the neurobiological and medical factors that might impact the learning of individuals with specific learning disabilities;

c. Understand psychological, social, and emotional characteristics of individuals with specific learning disabilities;

d. Identify differing learning needs and styles of individuals with specific learning disabilities and implications on instructional design process;

e. Understand current research and trends concerning individuals with specific learning disabilities; and

f. Understand and consistently apply federal, state, and local criteria in the process of identification of individuals with specific learning disabilities;

(3) In the area of individual learning differences, the ability to:

a. Understand the impact of co-existing conditions and exceptionalities on individuals with specific learning disabilities;

b. Understand the impact of specific learning disabilities on core curriculum areas;

c. Understand how individual learning differences affect acquisition of knowledge;

d. Know current definitions and characteristics of individuals with specific learning disabilities and their effect on individuals' development and educational performance;

e. Recognize the effects of phonological awareness on the reading abilities of individuals with specific learning disabilities; and

f. Recognize the impact specific learning disabilities may have on auditory and information processing skills;

(4) In the area of instructional strategies, the ability to:

a. Identify and use methods for ensuring academic success for individuals with specific learning disabilities in the general curriculum in one-to-one, small group, and large group settings;

b. Provide appropriate high-quality, research-based instruction in genera! education settings consistent with the federal Elementary and Secondary Education Act (ESEA);

c. Use reading methods appropriate to an individual with learning disabilities;

d. Implement systematic instruction to teach accuracy, fluency, and comprehension in content area reading and written language;

e. Implement systematic instruction in teaching reading comprehension and monitoring strategies;

f. Use methods for increasing accuracy and proficiency in math calculations and math problem solving;

g. Use methods to teach mathematics appropriate to individuals with specific learning disabilities;

h. Use specialized methods for teaching basic skills;

i. Teach strategies for organizing and composing written products;

j. Demonstrate thorough knowledge of the structure of oral and written language and its influence on literacy;

k. Instruct appropriate strategies to prepare for and to take tests;

l. Use methods for teaching individuals to independently use cognitive processing to solve problems;

m. Use research-supported methods for academic and nonacademic instruction of individuals with specific learning disabilities;

n. Use methods for guiding individuals in identifying and organizing critical content;

o. Modify the pace of instruction and provide organizational cues;

p. Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval;

q. Identify and teach basic structures and relationships within and across curricula;

r. Integrate social skills instruction into the curriculum;

s. Use responses and errors to guide instructional decisions and provide feedback to learners;

t. Collect and use data to make adjustments to instruction and document progress;

u. Identify and teach essential concepts, vocabulary, and content across the general curriculum; and

v. Teach learning strategies and study skills to acquire academic content;

(5) For the area of learning environments and social interactions, the ability to:

a. Provide opportunities for meaningful and ongoing social interactions;

b. Teach skills to promote self-awareness, self-determination, and self-advocacy; and

c. Teach individuals with specific learning disabilities to give and receive meaningful feedback from peers and adults;

(6) In the area of language, the ability to:

a. Understand typical language development and how that might differ for individuals with specific learning disabilities;

b. Understand the impact of language development and listening comprehension on academic and non-academic learning of individuals with specific learning disabilities;

c. Enhance vocabulary development;

d. Teach strategies for spelling accuracy and generalization;

e. Teach methods and strategies for producing legible documents; and

f. Teach individuals with specific learning disabilities to monitor for errors in oral and written communications;

(7) In the area of instructional planning, the ability to:

a. Incorporate state and local curricular standards in the development and implementation of lesson plans to meet unique needs of individuals with specific learning disabilities;

b. Participate in curriculum development and utilize instructional practices based on research;

c. Challenge individuals with specific learning disabilities to high academic standards, with appropriate accommodations as needed;

d. Incorporate and implement instructional and assistive technology into the IEP as appropriate;

e. Make responsive adjustments to instruction based on continual observations and ongoing assessment;

f. Identify and prioritize areas of the general curriculum and accommodations to address individual needs based on the IEP;

g. Select appropriate specialized curricula, materials, and resources for individuals with specific learning disabilities;

h. Involve individual and family in setting instructional goals and monitoring progress;

i. Use functional behavioral assessments to develop intervention plans; and

j. Integrate affective, social, and life skills into academic curricula;

(8) In the area of assessment, the ability to:

a. Understand terminology and procedures used in the assessment of individuals with specific learning disabilities;

b. Understand the use and limitations of formal and informal assessment instruments;

c. Coordinate, interpret, and report assessment results to appropriate individuals using effective communication skills;

d. Understand factors that could lead to misidentification of individuals as having specific learning disabilities;

e. Understand and follow procedures to identify young children who may be at risk for specific learning disabilities;

f. Choose and administer assessment instruments appropriate to an individual with specific learning disabilities; and

g. Ensure participation of individuals with specific learning disabilities in state- and district-wide assessments;

(9) In the area of professional practice, the ability to:

a. Understand the responsibility to advocate for appropriate services for individuals with specific learning disabilities;

b. Identify knowledge of professional organizations and sources of information relevant to the field of learning disabilities;

c. Participate in activities of professional organizations relevant to the field of learning disabilities; and

d. Use research findings and theories to guide practice; and

(10) In the area of collaboration, the ability to:

a. Incorporate co-planning and co-teaching methods to strengthen content acquisition of individuals with specific learning disabilities;

b. Develop effective partnerships with families of individuals with specific learning disabilities;

c. Promote positive attitudes towards individuals with specific learning disabilities and their families; and

d. Develop and implement appropriate IEPs in collaboration with team members.

Source. #9157, eff 7-1-08; ss by #11153, eff 8-16-16; renumbered by #12603 (formerly Ed 507.43)

Ed 507.46 Special Education Teacher in Area of Physical and Health Disabilities. To be certified as teacher in the area of physical and health disabilities, the candidate shall:

(a) Have at least a bachelor's degree and certification in general special education under Ed 507.40; and

(b) Have the following knowledge, skills, and dispositions through a combination of academic and supervised practical experiences in the following areas:

(1) In the area of foundations, the ability to:

a. Identify issues, historical practices, and educational definitions of individuals with physical and health disabilities;

b. Identify laws and policies related to the provision of specialized health care in the educational setting; and

c. Articulate the services delivered to individuals with physical and health disabilities;

(2) In the area of development and characteristics of learners, the ability to:

a. Identify medical terminology related to physical and health disabilities;

b. Describe the etiology and characteristics of individuals with physical and health disabilities across the life span;

c. Identify secondary health care issues that accompany specific physical and health disabilities; and

d. Describe types and transmission routes of infectious and communicable diseases;

(3) In the area of individual learning differences, the ability to:

a. Apply current best practice research related to individuals with physical and health disabilities and the results of informal and formal evaluations into the development of students' educational programs;

b. Explain the complex interrelationships among behavior, communication, sensory, and movement differences and how culture mediates their expression; and

c. Describe the impact of physical and health disabilities on individuals, families, and society;

(4) In the area of instructional strategies, the ability to:

a. Utilize a variety of evidence-based instructional methods and individual and group instruction to:

1. Teach individuals with physical and health disabilities; and

2. Help individuals with physical and health disabilities generalize new knowledge, skills, and dispositions;

b. Design and coordinate natural and specialized supports in the classroom, school, and community in the areas of:

1. Curriculum

2. Communication;

3. Assistive technology, including both low and high technologies;

4. Instruction; and

5. Medical and related services;

c. Demonstrate awareness of principles, strategies, and equipment relating to the following areas and collaborate with others to provide support to individuals with physical and health disabilities in these areas:

1. Appropriate seating;

2. Personal care;

3. Sensory impairment;

4. Medical and health needs; and

5. Mobility;

d. integrate graduation planning into the IBP for an individual's participation in a variety of typical adult roles and integrated community environments, including, but not limited to:

1. Postsecondary education;

2. Work;

3. Housing; and

4. Community living;

e. Demonstrate instructional practices, strategies, and adaptations necessary to accommodate the physical and communication characteristics of individuals with physical and health disabilities;

f. Identify sources of specialized materials, equipment, and assistive technology for individuals with physical and health disabilities; and

g. Demonstrate use of adaptations and assistive technology to provide individuals with physical and health disabilities full participation and access to the general curriculum;

(5) In the area of learning environments and social interactions, the ability to:

a. identify barriers to the development of individuals' social relationships and develop strategies for avoiding or overcoming them;

b. Facilitate interactions between individuals with disabilities, their age appropriate classmates without disabilities, and other peers in order to develop, maintain, and enhance social communicative relationships;

c. Identify opportunities and facilitate support for an individual's participation in typical extra- and co-curricular activities, based on the individual’s interests and desires;

d. Demonstrate understanding of specialized health care interventions for individuals with physical and health disabilities;

e. Identify barriers to accessibility and acceptance of individuals with physical and health disabilities;

f. Demonstrate use of techniques of physical management of individuals with physical and health disabilities to ensure participation in academic and social environments;

g. Demonstrate appropriate body mechanics to ensure individual and teacher safety in transfer, lifting, positioning, and seating;

h. Demonstrate use of positioning techniques to enhance participation; and

i. Facilitate understanding in assisting individuals to develop sensitivity toward those who have communicable diseases;

(6) In the area of language, the ability to:

a. Describe the unique role of communication by individuals who use augmentative and alternative communication and use advanced assessment and problem-solving skills to enhance their interactions with others; and

b. Integrate and promote the use of a variety of augmentative communication symbols, modes, aids, and techniques that support students' active participation, learning, and communication in the general curriculum, during typical school routines, and in the community;

(7) In the area of instructional planning, the ability to:

a. Collaborate with others, including, but not limited to, parents, general education teachers, related service providers, school nurse, paraprofessionals, and other members of the community who have professional contact with individuals with physical and health disabilities, to develop IEP that reflect individualized goals based on the content of the general education curriculum, including:

1. Subject matter knowledge from general curriculum subject areas;

2. Literacy, including functional literacy;

3. Social skills;

4. Vocational planning and career skills, including driver education;

5. Community service learning;

6. Skills for community living;

7. Self-determination and self-advocacy; and

8. General learning habits and behaviors;

b. Design positive approaches to challenging behavior and support teams in their implementation of individualized support plans;

c. Develop and use a technology plan based on assistive technology assessment;

d. Interpret sensory and physical information to create or adapt appropriate learning plans for individuals with physical and health disabilities;

e. Design and implement instructional programs that address independent living, postsecondary education, and career education for individuals with physical and health disabilities;

f. Design and implement curriculum and instructional strategies for medical self management procedures; and

g. Integrate an individual's health care plan into daily programming;

(8) In the area of assessment, the ability to:

a. Assess individuals' learning and communication styles, strengths, and needs using a variety of authentic assessment strategies, including, but not limited to:

1. Criterion-based assessments;

2. Play-based assessments;

3. Ecological inventories;

4. Futures planning assessments; and

5. Other classroom or typical activity-based strategies;

b. Assess the factors that affect learning and communication, including, but not limited to:

1. Physical and sensory environments;

2. The curriculum;

3. Instructional methods;

4. Individual characteristics; and

5. Attitudes of the family, culture, classmates, and teachers;

c. Conduct comprehensive functional behavioral assessments;

d. Identify opportunities for learning and communication in a variety of environments, including, but not limited to:

1. General education classrooms;

2. Typical school routines and activities;

3. Extracurricular activities;

4. In the community; and

5. At home;

e. Develop meaningful documentation procedures to evaluate individuals' learning and communication skills and provide this information for general education and alternate assessment purposes;

f. Evaluate educational programs in order to improve team collaboration, enhance the effectiveness of supports, and maximize student achievement;

g. Identify specialized terminology used in assessing individuals with physical and health disabilities;

h. Describe specialized policies on referral and placement procedures for individuals with physical and health disabilities;

i. Modify and adapt assessment procedures for use with individuals with physical and health disabilities; and

j. Monitor the effects of medication on individual performance;

(9) In the area of professional practice, the ability to:

a. Identify organizations and publications relevant to the field of education;

b. Integrate information about protocols and procedures to assist individuals with physical and health disabilities to participate in school and community activities; and

c. Participate in the activities of professional organizations in the field of physical and health disabilities; and

(10) In the area of collaboration, the ability to:

a. Demonstrate leadership skills to promote:

1. An individual's:

(i) Access to and achievement within the general curriculum in the general education classroom;

(ii) Learning of functional life skills;

(iii) Development of social relationships; and

(iv) Access to and use of augmentative and alternative communication and assistive technology; and

2. General school reform and systems change;

b. Provide intensive and sustained facilitation and leadership to teams, including, but not limited to, parents, general education teachers, related service providers, school nurses, and paraeducators as they plan, implement, and evaluate individuals' educational programs;

c. Collaborate with others to secure funding for augmentative communication and other learning and assistive technology and facilitate their optimum functioning through regular maintenance and service;

d. Coordinate and provide professional development and, when appropriate, supervision, for professionals, administrators, paraeducators, family members, and the general community in the areas of quality education and communication supports for individuals with intellectual developmental disabilities; and

e. Collaborate and promote the development of leadership skills of individuals' families by connecting them with self-advocacy and community resources.

Source. #9157, eff 7-1-08; ss by #11153, eff 8-16-16; renumbered by #12603 (formerly Ed 507.44)

Ed 507.47 Special Education Teacher in Area of Blind and Vision Disabilities. To be certified as teacher in the area of blind and vision disabilities, the candidate shall:

(a) Have at least a bachelor's degree; and

(b) Have the following knowledge, skills, and dispositions through a combination of academic and supervised practical experiences in the following areas:

(1) In the area of foundations, the ability to:

a. Identify federal entitlements that provide specialized equipment and materials for individuals with blindness and vision disabilities;

b. Understand educational definitions, identification criteria, labeling issues, and incidence and prevalence figures for individuals with blindness and vision disabilities;

c. Understand basic terminology related to the structure, function, and development of the human visual system; and

d. Understand terminology related to diseases and disorders to the human visual system;

(2) In the area of development and characteristics of learners, the ability to:

a. Aid in the development of secondary senses when vision is impaired;

b. Observe effects of visual disability on development;

c. Understand the impact of visual disability on teaming and experience;

d. Understand the psychosocial aspects of visual disability; and

e. Understand the medical implications related to eye conditions;

(3) In the area of individual learning differences, the ability to understand the impact of other disabilities on individuals with blindness and vision disabilities;

(4) In the area of instructional strategies, the ability to:

a. Develop strategies for teaching:

1. Braille and Nemeth reading and writing;

2. Signature writing to individuals who are blind;

3. Listening and compensatory auditory skills;

4. Keyboarding skills;

5. Technology skills to individuals with blindness and vision disabilities;

6. Use of the abacus, talking calculator, tactile graphics, and adapted science equipment;

7. Basic concepts to individuals with blindness and vision disabilities;

8. Organization and study skills to individuals with blindness and vision disabilities;

9. Visual efficiency skills and use of print adaptations, optical aides, and non-optical devices;

10. Spatial concepts, body awareness, and familiarization techniques, including preparation for orientation and mobility instruction;

11. Tactual perceptual skills to individuals with blindness and vision disabilities;

12. Human sexuality to individuals with blindness and vision disabilities;

13. Adapted physical and recreational skills to individuals with blindness and vision disabilities;

14. Social, daily living, and functional life skills to individuals with blindness and vision disabilities; and

15. Career and vocational skills, including provision of vocational counseling for individuals with blindness and vision disabilities;

b. Develop techniques for modifying instructional methods and materials for individuals with blindness and vision disabilities;

c. Develop strategies to prepare students with progressive eye conditions to achieve a positive transition to alternative skills;

d. Prepare adapted or modified materials in Braille, accessible print, and other fonts;

e. Transcribe, proofread, and interline materials in contracted literary and Nemeth Braille materials;

f. Use Braillewriter, slate and stylus, and computer technology to produce Braille materials; and

g. Prepare individuals with blindness and vision disabilities to access information and services from the community;

(5) In the area of learning environments and social interactions, the ability to:

a. Observe the roles of paraeducators who work directly with individuals with blindness and vision disabilities;

b. Identify the role of classroom teacher; and

c. Enhance instruction for individuals with blindness and vision disabilities through modification of the environment;

(6) In the area of language, the ability to:

a. Understand the unique nature of communication by students who use augmentative and alternative communication and use advanced assessment and problem-solving skills to enhance their interaction with others;

b. Promote the use of a variety of augmentative communication symbols, modes, aids, and techniques, including, but not limited to, objects, letters, words, graphic language symbols, sign or gesture symbols, posture and gaze, communication boards and books, electronic and non-electronic communication devices, that support students' active participation, learning, and communication in the general curriculum, during typical school routines, and in the community; and

c. Develop strategies for teaching alternatives to nonverbal communication;

(7) In the area of instructional planning, the ability to:

a. Identify and develop relationships among assessment, IEP development, and placement as they affect vision-related services;

b. Understand programs for individuals with blindness and vision disabilities and principles of orientation and mobility;

c. Sequence, implement, and evaluate learning objectives based on the expanded core curriculum for individuals with blindness and vision disabilities; and

d. Obtain and organize special materials to implement instructional goals for individuals with blindness and vision disabilities;

(8) In the area of assessment, the ability to:

a. Use specialized terminology used in assessing individuals with blindness and vision disabilities;

b. Apply laws and policies for assessment of individuals with blindness and vision disabilities;

c. Identify and contact state and local policies on referral, identification, and placement procedures;

d. Use alternative evaluation techniques for individuals with blindness and vision disabilities;

e. Understand the interpretation and application of scores of assessments of individuals with blindness and vision disabilities;

f. Interpret eye reports and other vision-related diagnostic information;

g. Use disability-specific assessment instruments;

h. Adapt and use assessment procedures when evaluating individuals with blindness and vision disabilities;

i. Maintain disability-related records for individuals with blindness and vision disabilities; and

j. Interpret and use assessment data for instructional planning with individuals with blindness and vision disabilities;

(9) In the area of professional practice, the ability to identify organizations and publications relevant to the field of blindness and vision disabilities; and

(10) In the area of collaboration, the ability to:

a. Demonstrate leadership skills to promote:

1. An individual's:

(i) Access to and achievement within the general curriculum in the general education classroom;

(ii) Learning of functional life skills;

(iii) Development of social relationships; and

(iv) Access to and use of augmentative and alternative communication and assistive technology; and

2. General school reform and systems change;

b. Provide intensive and sustained facilitation and leadership to teams, including, but not limited to, parents, general education teachers, related service providers, school nurses, and paraeducators as they plan, implement, and evaluate· individuals' educational programs;

c. Co1Iaborate with others to secure funding for augmentative communication and other learning and assistive technology and facilitate their optimum functioning through regular maintenance and service; and

d. Coordinate and provide professional development and, when appropriate, supervision, for professionals, administrators, paraeducators, family members, and the general community in the areas of quality education and communication supports for individuals with blindness and vision disabilities.

Source. #9157, eff 7-1-08; ss by #11153, eff 8-16-16; renumbered by #12603 (formerly Ed 507.45)

Ed 507.48 RESERVED

Source. #8229, eff 12-17-04 (renumbered by #9157, from Ed 507.40); ss by #10246, eff 12-21-12; renumbered by #12603 (formerly Ed 507.46); rpld by #13635, eff 5-12-23

Ed 507.49  Comprehensive Business Educator.

(a) To be eligible for licensure as a comprehensive business educator, a candidate shall:

(1)  Have at least a bachelor’s degree; 

(2)  Qualify for licensure under one of the alternatives in Ed 505.01-505.06;

(3)  Meet the qualifications for licensure as a career and technical education teacher as provided in Ed 507.02; and

(4)  Meet the requirements of (b) below.

(b)  To be eligible for licensure as a comprehensive business educator, a candidate shall have the following skills, competencies, and knowledge through a combination of academic and supervised practical experiences:

(1)  In the area of accounting, demonstrate the ability to:

a.  Explain the role that accountants play in business and society;

b.  Explain options for careers in the accounting profession;

c.  Demonstrate the business and professional skills and competencies required to succeed in the accounting profession;

d.  Analyze and interpret an annual report or a financial statement to make informed business decisions;

e. Assess the financial condition and operating results of a company and analyze and interpret financial statements to make informed business decisions;

f.  State generally accepted accounting principles and practices (GAAP) and explain their impact on financial transactions, including:

1. Balance sheets;

2. Revenue and expense items;

3. Income taxation; and

4. Managerial systems;

g. Complete all steps of the accounting cycle and prepare financial statements for a proprietorship, partnership, and corporation;

h. Use planning and control procedures to evaluate the organization’s performance and apply differential analysis and present value concepts to make informed business decisions;

i. Prepare, interpret, and analyze financial statements using manual and computerized systems;

j. Explain the individual income tax procedures and requirements to comply with tax laws and regulations including the difference between GAAP and income tax law; and

k.  Understand and apply legal and ethical principles pertaining to accounting;

(2)  In the area of management and administration, demonstrate the ability to:

a.  Analyze respectful, responsible, inclusive, and ethical behavior with the importance of the basic tenets of management theories in a business environment within a digital world;

b. Analyze various organizational structures and evaluate the advantages and disadvantages of each;

c. Identify and develop personal management skills to function effectively and efficiently in a business environment;

d. Explain human resource systems and functions and its importance to successful operations of a business venture;

e.  Describe the role of organized labor and its influences on government and business;

f. Create a positive and safe work environment which allows managers and employees to have cooperative and positive relationships and promote conduct of business in a safe, ethical environment;

g. Apply generally accepted operations management principles and procedures in order to be able to design an operations plan;

h. Demonstrate the ability to use information and technology to conduct business efficiently and effectively for both in-person and electronic environments;

i. Analyze the competitive position of a company within a specific industry using internal and external data;

j.  Apply principles and methods of decision making and mathematical operations from internal and external sources leading to quantitative and qualitative analysis;

k. Identify and react to issues of corporate and global culture and managing in global environments;

l.  Differentiate between ethical and legal issues related to social responsibility and business management;

m. Explain the various management functions and their interrelationships; and

n. Apply legal and ethical principles pertaining to management and administration;

(3)  In the area of business communications, demonstrate the ability to:

a. Actively use communication including listening, reading, researching, and using technology to efficiently communicate verbally and non-verbally;

b.  Apply collaboration, leadership, and interpersonal skills to enhance professional relationships;

c. Prepare clear, concise, and professional written messages using appropriate business vocabulary;

d.  Understand the impact of the cultural and global differences as they relate to interpersonal business relationships;

e. Use professional speaking techniques for individual and group communications; and

f. Apply legal and ethical principles pertaining to business communications;

(4)  In the area of business law, demonstrate the ability to:

a. Describe the major types of business organizations, including sole proprietorships, partnerships, corporations, and limited liability companies, and operating within the socioeconomic arena of the national and international marketplace;

b. Apply knowledge relating to:

1.  The relationship between ethics, social responsibility, and the law;

2.  The sources of the law;

3.  The structure of the court system;

4.  The different classifications of procedural law;

5.  The different classifications of substantive law;

6. Alternate dispute resolution; and

7. Criminal and tort law;

c.  Describe and analyze the relationships among contract law, law of sales, and consumer law;

d.  Analyze the role and importance of agency law and employment law, and the ability to apply such laws as they relate to the conduct of business in the national and international marketplaces;

e.  Describe and apply legal rules that apply to personal property, real property, and intellectual property;

f.  Apply advancements in computer technology and how they affect areas such as property law, contract law, criminal law, international law, intellectual law, tort law, intellectual property, and substantive law relevant to business areas and knowledge of other legal issues that affect business;

g.  Apply legal and ethical principles pertaining to business law; and

h. Describe and analyze the functions of negotiable instruments, insurance, secured transactions, and bankruptcy;

(5)  In the area of entrepreneurship, demonstrate the ability to:

 a. Examine the role entrepreneurs play in economic systems and the unique personal characteristics possessed by successful entrepreneurs;

b. Identify trends in society that can lead to business opportunities;

 c. Apply the data-driven financial concepts and tools needed by the entrepreneur in making business decisions, including but not limited to cost analysis and marketing strategies;

d.  Develop a business and management plan needed to make data-driven business decisions;

e.  Describe the different forms of management and ownership within an industry; and

f. Apply legal and ethical principles pertaining to entrepreneurship;

(6)  In the area of economics and personal finance, demonstrate the ability to:

a.  Apply the concepts of personal finance to make sound data-driven financial decisions as they apply to self, consumers, and workers;

b.  Explain the different agencies that address consumer issues and concerns;

c.  Apply a decision-making model to consumer economic principles relating to consumer purchases of goods and services to maximize satisfaction;

d. Apply financial decision-making models in the areas of taxes, budgeting, and investing;

e. Evaluate debit and credit options offered by financial institutions and other mechanisms of financial transactions;

f.  Develop, balance, and evaluate a spending or savings plan;

g. Evaluate investment options to meet short- and long-term goals;

h. Analyze choices for and financing for post-secondary education; and

g. Apply legal and ethical principles pertaining to financial literacy;

(7)  In the area of finance and economic systems, demonstrate the ability to:

a.  Explain the features of different economic systems, including the major features of the United State economy;

b.  Explain the role of exchange and money in an economic system;

c. Explain the role of government in an economic system, especially the role of government in the United States economy;

d.  Explain the role of international trade and investment and international monetary relations in the global economy;

e. Apply basic economic principles as they relate to microeconomic and macroeconomic theories and principles; and

f. Apply legal and ethical principles pertaining to finance and economic systems;

(8)  In the area of international business, demonstrate the ability to:

a.  Explain why societies develop economic systems;

b. Identify the role of international business and its benefits and costs to all businesses, including domestic and international economies;

c. Apply principles of different economic systems and philosophies and recognize how differences in culture, language, values, technology, social media, and social behavior affect the ethical conduct of business across domestic and international borders;

d.  Explain international business as it relates to ethics, finance, management, marketing, import and export trade concepts, communication, human resources, technology, social media, culture, and the environment;

e. Analyze the effect of interdependence on economic activity;

f.  Illustrate the different types of competitive structures and the role of competitive markets in the United States and other economies;

g.  Understand the importance of economic relationships among nations; and

h. Apply legal and ethical principles pertaining to international business;

(9)  In the area of business information systems and technology applications, demonstrate the ability to:

a.  Understand the development and impact of information technology and telecommunications on a diverse global society;

b.  Analyze, use, cite, synthesize, evaluate, and apply information from technology sources to solve problems, increase productivity, and improve personal quality of life;

c.  Apply learning principles as they relate to skill development when learning software applications;

d. Apply technology in communicating, collaborating, conducting research, and solving problems;

e. Apply the legal and ethical principles pertaining to information systems and technology applications; and

f. Understand the importance of respectful, responsible, and inclusive behavior in a digital world;

(10)  In the area of marketing, demonstrate the ability to:

a. Recognize the customer-oriented nature of marketing and analyze the effect of marketing activities on the individual, business, and society;

b.  Analyze the elements of a marketing mix, their interrelationships, and how they are used in the marketing process;

c. Conduct, prepare, and analyze marketing research in decision making;

d. Apply concepts in developing the elements, design, and purpose of marketing plans for various types of businesses using multiple media formats;

e. Understand and apply the processes and systems implemented to monitor, plan, and control the day-to-day activities required to maintain and improve operational functions;

f. Identify and analyze the characteristics, predispositions, and behaviors of consumers; and

g. Identify and analyze the impact of internal factors on the marketing process, such as:

1. Government and legal regulations;

2. Ethical implications;

3. Economic implications;

4. Competitions;

5. Stakeholders; and

6. Social and cultural implications; and

(11) In the area of career development, demonstrate the ability to:

a. Use knowledge from individual assessments to assist students with developing a comprehensive set of career goals;

b. Use knowledge of career services to assist students with developing a career portfolio addressing domestic and international careers;

c. Assist students with identifying the relationship between career readiness standards and career development;

d. Assist students with development of workplace communication and collaboration skills; and

e. Assist students with developing a transition plan from school to career.

Source. #8229, eff 12-17-04 (renumbered by #9157, from Ed 507.41); ss by #10246, eff 12-21-12; renumbered by #12603 (formerly Ed 507.47); ss by #13635, eff 5-12-23

Ed 507.50 Comprehensive Family and Consumer Science Education Teacher.

(a) To be certified as a comprehensive family and consumer science education teacher, an individual shall meet the qualifications for certification as a career and technical education teacher as provided in Ed 507.02 and meet the requirements of (b) and (c) below.

(b) In addition to the requirements of (c) below, a candidate for certification as a comprehensive family and consumer science education teacher shall have the following skills, competencies, and knowledge through a combination of academic and supervised practical experiences:

(1) In the area of human development, early childhood, and parenting, the candidate shall be able to:

a. Analyze principles of human growth and development throughout the lifespan;

b. Analyze and evaluate roles and responsibilities of parenting and parenting practices;

c. Identify strategies that promote growth and development over an individual's life span;

d. Identify external support systems that provide services for parents;

e. Identify career paths within the fields of human services and early childhood education;

f. Integrate curriculum and instruction to meet children's developmental needs and interests;

g. Create a safe and healthy learning environment and collaborative relationships with or for children;

h. Demonstrate knowledge of professional standards and practices related to working with children and families; and

i. Demonstrate knowledge of and appreciation for diverse perspectives, needs, and characteristics of individuals and families;

(2) In the area of family and interpersonal relationships, the candidate shall be able to:

a. Identify external community resources that provide services to parents and families;

b. Comprehend and apply knowledge of the development of interpersonal relationships;

c. Comprehend and utilize principles of social resources management;

d. Demonstrate understanding of cross-cultural communication styles; and

e. Demonstrate knowledge of family's needs and priorities throughout the life cycle;

(3) In the area of consumer education and resource management, the candidate shall be able to:

a. Identify essential family and individual needs for food, clothing, shelter, and nutrition and how families meet those essential needs in different ways;

b. Describe how the resources of time, energy, skill, and money are used to fulfill needs;

c. Describe effective consumer practices and personal resource management strategies;

d. Evaluate the effect of consumer practices on the environment; and

e. Analyze technologies available to families and evaluate their effect on family function; and

(4) In the area of nutrition, food preparation, and wellness, the candidate shall be able to:

a. Identify the factors that influence nutrition and wellness practices over an individual's lifespan;

b. Identify the nutritional needs of individuals and families at all different ages;

c. Identify the impact of science and technology on nutrition, food composition, and preparation safety;

d. Demonstrate knowledge of food safety and sanitation procedures within a foods lab setting; and

e. Acquire, prepare, and use foods to meet nutritional needs of individuals and families at all different ages.

(c) In addition to the requirements above, a candidate for certification as a comprehensive family and consumer science education teacher in New Hampshire shall have skills, competencies, and knowledge in one of the following areas through a combination of academic and supervised practical experiences:

(1) In the area of housing, interiors, textiles, and apparel management and design, the candidate shall be able to:

a. Identify the properties, characteristics, and uses of fibers and textiles;

b. Identify career opportunities in textiles, apparel, fashion, housing, and interiors industries;

c. Identify financial and legal aspects and industry standards impacted by local, state, and national housing policy issues;

d. Assess apparel decisions in terms of value, function, design, and appearance;

e. Apply elements and principles of design in the selection of textile and apparel products;

f. Define basic skills needed to produce, alter, and repair textile products and apparel;

g. Evaluate fibers, design concepts, and construction techniques in textile products;

h. Demonstrate evidence of skills and knowledge to teach students about safety of equipment used to produce, alter, and repair products and apparel within a lab setting;

i. Demonstrate knowledge related to decisions involving space allocations, space planning, and technological influences on housing and its environment; and

j. Compare architectural styles, furniture designs, and floor plans; or

(2) ln the area of hospitality, tourism, and facilities, the candidate shall be able to:

a. Explore the career opportunities in the hospitality and tourism industry;

b. Apply the concepts of service to meet customer expectations;

c. Identify organizational skills related to the management of functions, programs, events, and travel;

d. Demonstrate knowledge of housekeeping standards and procedures; and

e. Demonstrate knowledge of procedures and standards applied to safety, security, housekeeping, and environmental issues.

Source. #8229, eff 12-17-04 (renumbered by #9157, from Ed 507.42); EXPIRED: 12-17-12

New. #11154, eff 8-16-16; renumbered by #12603 (formerly Ed 507.48)

Ed 507.51 Dance Teacher. A candidate for certification as a dance teacher shall have the following skills, competencies and knowledge through a combination of academic and supervised practical experiences in the following areas:

(a) In the area of content, process, and methodology of dance as an art form, the ability to:

(1) Embody artistic expression by:

a. Creating dances;

b. Performing technical skills in a variety of dance forms;

c. Critically analyzing and interpreting movement, dance techniques, and choreography; and

d. Incorporating personal experiences, research, and context into dance-making;

(2) Incorporate one's own artistic experience into creating dances and dance pedagogy; and

(3) Conceptualize and defend dance as an art form;

(b) In the area of distinguishing dance as an artistic, educational, socio-cultural, and theatrical experience, the ability to:

(1) Analyze and evaluate choreographic diversity by:

a. Experiencing a range of professional performances; and

b. Demonstrate different dance genres to expand personal movement vocabulary by giving a visible form to an idea or feeling; and

(2) Explore and manipulate movement material from a variety of sources and inspirations for various purposes, including, but not limited to, the environment, daily life and art forms other than dance; and

(3) Demonstrate how the production elements of lighting, sound, costuming, or setting can contribute to the meaning of a dance or dance event;

(c) In the area of dance history and culture, the ability to relate historical and cultural context to dance techniques, styles, or choreography; and

(d) In the area of dance pedagogy, the ability to:

(1) Employ a variety of dance instructional methods, including:

a. Functional alignment;

b. Imagery;

c. Verbal prompts and instructions;

d. Accurate technical demonstration, either personally or through example; and

e. Observation and self-reflection to improve somatic learning;

(2) Design compositional and improvisational structures to explore dance concepts and communicate meaning;

(3) Apply the choreographic process by:

a. Guiding students in the development of a movement vocabulary based on the elements of dance;

b. Engaging students in a purposeful dance creation using choreographic devices to communicate meaning; and

c. Applying appropriate dance terminology to describe, analyze, interpret, and evaluate dance;

(4) Employ various methods of critique for reflecting on, revising, and improving work, including:

a. Self-reflection;

b. Peer to peer; and

c. Teacher to student;

(5) Develop safe movement practices by:

a. Fostering safe dance practices by applying principles of anatomy and kinesiology;

b. Embedding injury prevention strategies into instructional practices;

c. Designing physically safe spaces where planned and spontaneous activities can occur; and

d. Communicating the importance of nutrition and hydration for developing and maintaining strong, healthy, and engaged minds and bodies; and

(6) Describe and advocate for a comprehensive K-12 dance program that:

a. Develops dance skills and concepts sequentially over time;

b. Aligns with local, state, and national standards detailed in the 2014 National Core Arts Standards in Dance, as specified in Appendix II;

c. Includes appropriate learning materials;

d. Addresses opportunities available beyond the regular classrooms; and

e. Can be made available, in appropriate ways, to all students.

Source. #9306, eff 10-25-08; ss by #12145, eff 3-24-17; renumbered by #12603 (formerly Ed 507.49)

Ed 507.52 Reading and Writing Teacher.  The following requirements shall apply to the licensure of a reading and writing teacher:

(a)  The candidate shall:

(1)  Qualify for licensure under one of the pathways outlined in Ed 505.05 - Ed 505.07; and

(2)  Meet the requirements of (b) below.

(b)  The candidate shall have the following skills, competencies, and knowledge gained through a combination of academic and supervised clinical experience:

(1)  In the foundations of reading and writing processes and instruction, the ability to demonstrate knowledge of:

a.  Psychological, cultural, and linguistic foundations of reading and writing processes and instruction, as shown by the ability to explain, compare, contrast, and critique major theories in the foundational areas as they are related to reading and writing;

b.  Current practices, research, and historical developments in teaching reading and writing;

c.  The diverse languages, cultures, histories, and experiences of multilingual learners;

d.  Language development as it relates to acquisition of reading and writing and the variations related to cultural and linguistic diversity, including the ability to:

1.  Identify, explain, compare, and contrast the theories and research in the areas of language development in relation to the process of learning to read and write; and

2.  Describe development of a child’s reading and writing in relation to cultural and linguistic context;

e.  The major components of reading curriculum, including the ability to:

1.  Describe the components of language and reading, including phonology, syntax, semantics, morphology, discourse, pragmatics, concepts of print, phonological awareness including phonemic awareness, phonics, word recognition, fluency, vocabulary, oral language, and comprehension;

2.  Demonstrate knowledge of the reciprocal relationship among:

(i) Phonemic awareness, phonological awareness, rapid automatic naming speed, decoding, word recognition, and spelling;

(ii) Decoding, fluency, and reading comprehension;

(iii) Background knowledge, vocabulary, decoding, and reading comprehension;

(iv) Reading comprehension and writing and composition;

(v) Listening comprehension and reading comprehension; and

(vi) Reading, writing, language, viewing, speaking, and listening in service of building knowledge;

3. Apply explicit, systematic, and sequential evidence-based practice in phonological and phonemic awareness;

4. Explain how background knowledge, vocabulary, comprehension strategies, meaning, verbal reasoning, and language structures are integrated in reading; and

5.  Recognize how reading and writing are embedded in curricular areas, including science, English, social studies, and mathematics; and

f.  The major components of writing instruction, including the ability to:

1.  Understand the writing process and appropriate strategies for planning, drafting, revision, editing, and sharing writing;

2.  Demonstrate knowledge of the development of spelling, its instruction, and its relationship to word recognition and word meaning;

3.  Recognize and identify stages of student progress in spelling from early strategies that map letters to sounds to more sophisticated processes that draw on semantic relationships in spelling and spelling conventions;

4.  Describe age- and grade-appropriate uses of punctuation and text organization and how such conventions serve communication;

5.  Describe models for integrating writing across the curriculum;

6.  Demonstrate knowledge of how students learn to encode their ideas in manuscript and cursive as well as through technology; and

7. Know and apply in practice considerations for the appropriate uses of assistive technology in the writing process;

(2)  In the instructional strategies and curriculum materials in reading and writing, the ability to:

a.  Use flexible instructional options to address individual differences through grouping and individual instruction;

b.  Select appropriate instructional practices, approaches, and methods, including but not limited to, technology-based practices for addressing the needs of students;

c.  Provide and employ effective reading and writing instruction for learners at different stages of literacy and from different cultural and linguistic backgrounds, including the ability to:

1.  Identify appropriate reading materials based for the purpose of instruction, assessment, accommodations, and student interest;

2.  Engage students in reading and writing for a variety of purposes, including personal, academic, and career interests;

3.  Develop students’ writing from planning through drafting, editing, revising, and sharing with peers, teachers, and others; and

4.  Design focused reading and writing lessons to:

(i)  Address skill needs, including spelling and punctuation; and

(ii)  Further competence in cognitive aspects of writing, including text and sentence organization, word choice, and voice; and

d.  Use instructional strategies that support, challenge, and develop language and literacy of multilingual learners;

(3)  In the assessment, diagnosis, and evaluation of reading and writing, the ability to:

a.  Understand the terminology, processes, and procedures used in screening, progress monitoring, and diagnostic and outcome assessments for all learners’ proficiency levels;

b.  Compare, contrast, use, and interpret a wide range of assessment tools and practices;

c.  Apply principles of research-based and evidence-based tiered intervention; 

d.  Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds, by:

1.  Using in-depth assessment information to plan individual instruction for those struggling with reading and writing;

2.  Selecting and administering developmentally appropriate formative and summative assessments;

3.  Engaging students appropriately in using assistive technology to address their needs in learning and communicating; and

4.  Collaborating with other education professionals to implement appropriate reading and writing instruction for individual students;

(4)  In creating a literate environment that fosters reading and writing, the ability to:

a.  Use students’ interests, abilities in reading and writing, and backgrounds as a foundation for developing their abilities in reading and writing, including the ability to:

1.  Periodically inventory and assess students’ interests, reading, decoding, and comprehension levels, and background knowledge;

2.  Select literature, materials, and activities that match the reading, decoding, and comprehension levels, writing development, and cultural and linguistic backgrounds of students;

3.  Use instructional practices that allow for explicit instruction, provide authentic purposes for reading and writing, and incorporate peer discussion and collaboration; and

4.  Establish forums for students to write in a variety of genres, and to share and respond to one another’s writing;

b.  Motivate learners to be lifelong readers and to write for personal, social, academic, and vocational or professional purposes; and

c.  Demonstrate how students’ abilities to read and write support academic achievement, personal inquiry, identity, and self expression by:

1.  Providing students with the opportunities to use reading to explore areas of interest and intellectual curiosity; and

2.  Developing students’ abilities to write for a variety of purposes; and

(5)  In viewing professional development as a career-long effort and responsibility, the ability to:

a.  Broaden and extend an understanding of teaching reading and writing, including the ability to:

1.  Research and remain current regarding specific aspects of reading and writing instruction;

2.  Stay informed about professional issues; and

3.  Provide educational opportunities, information, and support for families and the community; and

b.  Collaborate with colleagues to observe, analyze, and provide feedback on each other’s practice, including:

1.  Engaging in collaboration and dialogue with educators to gain recommendations and advice on teaching practices and ideas;

2.  Articulating the research base related to these recommendations; and

3.  Conducting action research as a means to improve instructional practices.

Source. #9799, eff 10-15-10; amd by #10506, eff 1-17-14; renumbered by #12603 (formerly Ed 507.50); EXPIRED in paragraph (b) 10-15-18; ss by #13690, eff 7-21-23; ss by #14369, eff 9-11-25, EXPIRES: 9-11-35

Ed 507.53 Physical Science Teacher For Grades 7-12.

(a) To be certified as a physical science teacher for grades 7-12, the candidate shall:

(1) Meet the qualifications for certification as a science teacher as provided in Ed 507.30; and

(2) Meet the requirements of (c) below.

(b) For candidates seeking certification under an alternative 3, 4, or 5 pathway, the department of education shall assess the skills, competencies and knowledge of candidates for certification as physical science teachers by reviewing evidence, such as, but not limited to, college course work, documented professional experience, letters of recommendation, professional development hours or CEU's, and artifacts of professional practice.

(c) A candidate for certification in physical science teacher for grades 7-12 shall have skills, competencies, and knowledge in the following areas:

(1) In the area of fundamental knowledge, the candidate shall have the ability to:

a. Represent visually and verbally how the world works at the atomic, micro, and macro levels;

b. Demonstrate content knowledge in the following fundamental areas of chemistry:

1. Structure and properties of matter, including, but not limited to:

(i) Atomic structure and substructure;

(ii) Periodic table and organization;

(iii) Electrical forces between atoms; and

(iv) Types of bonds and behavior of substances, such as solubility, conductivity, and malleability;

2. Chemical reactions, including, but not limited to:

(i) Exothermic and endothermic reactions;

(ii) Chemical reactions, products, and conservation laws;

(iii) Kinetic, thermal, and bond energy; and

(iv) Transformation of processes;

3. Nuclear processes, including, but not limited to:

(i) Fusion, fission, and radioactive decays; and

(ii) Applications of nuclear energy;

c. Demonstrate content knowledge in the following fundamental areas of physics:

1. Relationship between energy, forces and matter, including, but not limited to:

(i) Newton's laws of motion;

(ii) Conservation of momentum;

(iii) Universal law of gravitation;

(iv) Coulomb's law;

(v) Electrical and magnetic forces; and

(vi) Electromagnetic spectrum; and

2. Waves, including, but not limited to, properties of waves, interactions with matter and other waves, and electromagnetic radiation as follows:

(i) Magnetic and electrical forces and the electromagnetic spectrum;

(ii) Particle and wave models of electromagnetic radiation;

(iii) Electromagnetic interaction with matter; and

(iv) Information technologies and instrumentation that transmit data through electromagnetic waves; and

d. Understand and be able to apply mathematical concepts and techniques including, but not limited to variable analysis as related to physical science at least through the level of college statistics.

Source. #10506, eff 1-17-14; ss by #12459, eff 1-12-18; renumbered by #12603 (formerly Ed 507.51)

Ed 507.54  Computer Science Educator. 

(a) A candidate seeking a credential as a computer science educator for grades K-12 shall meet the following education requirements:

(1) Either:

a. Have at least a bachelor's degree; or

b. Hold a current eligible industry-recognized credential as defined in RSA 200-O:2, II; and

(2) Meet the requirements of (c) below.

(b) Candidates seeking a credential shall use one of the alternatives in Ed 505.05 - Ed 505.07 after having met the requirements of (c) below.

(c) A candidate seeking a credential as a computer science educator for grades K-12 shall have the following skills, competencies, and knowledge through a combination of learning activities such as, but not limited to, academic and supervised clinical experience in the following areas:

(1)  In the area of impacts of computing, the candidate shall have the ability to:

a. Use computing to:

1.  Express creativity;

2.  Solve problems;

3.  Communicate;

4.  Collaborate; and

5.  Innovate in a variety of fields and careers;

b.  Assess obstacles to equal access to computing as well as the impacts of these obstacles;

c.  Assess impacts of computing innovations and practices with respect to:

1.  Beneficial and harmful effects;

2.  Ethical practices; and

3.  Privacy, security, and legal issues; and

d.  Keep current with knowledge on emerging technologies and their potential impacts;

(2)  In the area of algorithms and computational thinking, the candidate shall have the ability to:

a.  Analyze algorithmic processes and develop algorithms using:

1.  Pattern recognition;

2.  Problem decomposition; and

3.  Abstraction;

b.  Convert between binary, decimal, and hexadecimal number systems;

c.  Use different fonts to represent, develop and analyze algorithms including, but not limited to natural language, flowcharts, and pseudocode;

d.  Use heuristic solutions to address computing limitations including, but not limited to, time, space, and solvability;

e.  Use standard algorithms including, but not limited to, searching and sorting algorithms and analyze implementations of those algorithms for correctness, efficiency, and clarity; and

f.  Use simple recursive algorithms including, but not limited to, fractals, Zeno's paradox, and Towers of Hanoi;

(3)  In the area of programming, the candidate shall have the ability to:

a.  Write and modify computer programs in block-based and at least one text-based programming language;

b.  Analyze computer programs in terms of:

1.  Correctness;

2.  Usability;

3.  Readability;

4.  Extensibility;

5.  Modifiability; and

6.  Reusability;

c.  Program using the following elements:

1.  Basic control structures;

2.  Standard operators;

3.  Variables and data types;

4.  Functions; and

5.  Data structures;

d.  Write event-driven programs that respond to external events including, but not limited to, sensors, messages, and clicks;

e.  Use libraries and APIs;

f.  Use and evaluate multiple development and execution environments;

g.  Facilitate collaboration in the development of software;

h.  Program user interactions with graphical and other user interface components;

i.  Demonstrate knowledge of various software development models;

j.  Model practices in software development, including:

1.  User requirements analysis;

2.  Program design;

3.  Implementation and documentation;

4.  Testing and debugging; and

5.  Evolution driven by feedback;

k.  Develop object-oriented programs; and

l.  Model the process of program compilation and interpretation;

(4)  In the area of data and analysis, the candidate shall have the ability to:

a.  Model concepts of processing data, including:

1.  Encoding;

2.  Compression; and

3.  Encryption;

b.  Create and use models and simulations;

c.  Work with data using computational tools, including to:

1.  Collect, aggregate, and generate;

2.  Store, manage, and manipulate; and

3.  Process, analyze, and visualize; and

(5)  In the area of computing systems and networks, the candidate shall have the ability to:

a.  Evaluate and compare computing systems using various criteria;

b.  Evaluate and compare local, network, and cloud computing and storage;

c.  Model computer networks in terms of:

1.  Protocol stack components; and

2.  Network protocols, such as:

(i) Transmission control protocol/internet protocol (TCP/IP);

(ii) Domain name servers (DNS); and

(iii) Hypertext transfer protocol secure (HTTPS); and

d.  Demonstrate fundamental concepts of cybersecurity including, but not limited to, confidentiality, integrity, availability, non-repudiation, and authentication. 

Source. #12419, eff 11-14-17; renumbered by #12603 (formerly Ed 507.52); ss by #13822, eff 12-15-23, EXPIRES: 6-12-24; ss #13959, eff 5-10-24

Ed 507.55 English Language Arts Teacher For Grades 5-8.

A candidate for certification as an English language arts teacher for grades 5-8 shall have the skills, competencies and knowledge, gained through a combination of academic and supervised practical experience, as outlined in Ed 507.24(c).

Source. #12417, eff 11-14-17 (formerly Ed 507.241); renumbered by #12603 (formerly Ed 507.53)

Ed 507.56 Social Studies Teacher For Grades 5-8.

(a) To be certified as a social studies teacher for grades 5-8, the candidate shall meet the requirements of Ed 507.28.

Source. #8725, eff 9-9-06; ss by #9525, eff 8-14-09; ss by #12452, eff 1-12-18; ss by #12452, eff 1-12-18 (formerly Ed 507.271); renumbered by #12603 (formerly Ed 507.54)

Part Ed 508 REQUIREMENTS FOR EDUCATIONAL SPECIALISTS AND INSTRUCTIONAL SPECIALISTS

REVISION NOTE:

Document #13102, effective 10-5-20, readopted with amendment and renumbered existing rules Ed 507.01 and Ed 507.06 as Ed 506.09 and Ed 506.10 within Part Ed 506 titled “Requirements and Certification for Educational Leadership and Administration.” Document #13102 also readopted with amendment various rules in Part Ed 507 titled “Requirements and Certification for Educational Personnel in Specific Areas” and renumbered them within Part Ed 508 as noted below. Document #13102 also changed the heading for Part Ed 508 from “Application for Certification” to “Requirements for Educational Specialists and Instructional Specialists.”

The source notes for rules Ed 508.01 through Ed 508.10 include the filing information for the former rules in Part Ed 507, which were renumbered as follows:

Former Rule New Rule

Ed 507.07 Ed 508.01

Ed 507.08 Ed 508.02

Ed 507.14 Ed 508.03

Ed 507.19 Ed 508.04

Ed 507.23 Ed 508.05

Ed 507.20 Ed 508.06

Ed 507.21 Ed 508.07

Ed 507.22 Ed 508.08

Ed 507.12 Ed 508.09

Ed 507.251 Ed 508.10

See also the Revision Note at the part heading for Ed 505, filed under Document #13101, effective .10-5-20, which readopted with amendment and renumbered the former rules Ed 508.01 through Ed 508.06 as rules in Ed 505.

See also the Revision Note for Ed 512, filed under Document #12661, effective 11-9-18, which had previously readopted with amendment and renumbered the former Ed 508.07, titled “Denial of Initial Application”, as Ed 512.01 titled “Denial of Credential” in Part Ed 512 titled “Denial of Certification.”

Document #13103, effective 10-5-20, subsequently readopted with amendment Ed 512.01.

Ed 508.01 School Counselor.

(a)  An individual shall have the following entry level requirements to be a licensed school counselor:

(1)  At least a master’s degree or higher in education or a field related to counseling; and

(2)  Acquired the competencies, skills, and knowledge in (b) below through one of the approved licensure pathways as outlined in Ed 505.05-505.07.

(b)  A candidate for licensure as a school counselor shall have the following skills, competencies, and knowledge in the following areas:

(1)  In the area of comprehensive school counseling programs, the ability to:

a.  Align the school counseling program with school district mission and goals;

b.  Design, develop, implement, and evaluate a school counseling program based on state and national models in collaboration with school and district personnel;

c.  Implement curriculum that fosters academic, social-emotional, and career and college readiness for all students;

d.  Use data for program design to be responsive to school needs; and

e.  Apply knowledge of state standards to program goals;

(2)  In the area of foundations of school counseling, the ability to:

a.  Comprehend the legal, ethical, and professional standards put forth by the American School Counselor Association (ASCA);

b.  Maintain confidentiality in a school setting;

c.  Engage in collaboration with families, pk-12 and postsecondary school personnel, community agencies, and other referral sources;

d.  Use basic counseling skills and techniques;

e.  Translate counseling theory into the practice of school counseling;

f.  Apply knowledge of human growth and development to the school counseling program;

g.  Build or contribute to a school counseling program that incorporates preventative and intervention strategies in the student domains of academic, career, and social-emotional growth; and

h.  Multicultural counseling competencies;

(3)  In the area of managing a school counseling program, the ability to:

a.  Use data systems and record keeping to document, analyze, follow, and evaluate current student, school, and community needs;

b.  Address the cyclical needs of students, including the cyclical nature of the school year;

c.  Gather data to inform programming and communicate information about the counseling program to all stakeholders;

d.  Participate in the continual evaluation of the effectiveness of the school counseling program; and

e.  Participate in an advisory committee to the school counseling program;

(4)  In the area of delivery of the school counseling program, the ability to:

a.  Apply effective short-term individual and group counseling;

b.  Develop and apply crisis prevention and response;

c. Understand and use current research and practices in counseling theories, family systems, human development, and community needs;

d.  Address student needs for college and career readiness knowledge and skills; and

e.  Apply presentation and group management skills; and

(5)  In the area of accountability, the ability to:

a.  Collect and analyze data to determine the effectiveness of the program in helping all students succeed;

b.  Identify and implement improvements to the design and delivery of the school counseling program;

c.  Engage in self-reflection and peer or clinical supervision to inform continued development as a professional;

d.  Manage one’s own continuing professional development; and

e. Advocate for the role of school counselor and the counseling program, including compliance with staffing requirements outlined in Ed 306.12. 

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8206, INTERIM, eff 11-18-04, EXPIRES: 5-17-05; ss by #8335, eff 4-23-05, EXPIRED: 4-23-13

New. #10785, eff 2-20-15; ss by #13102, eff 10-5-20 (formerly Ed 507.07) (see Revision Note at part heading for Ed 508); ss by #14458, eff 12-13-25, EXPIRES: 12-13-35

Ed 508.02 School Psychologist.

(a) The following shall be the entry level requirements for an individual to be licensed as school psychologist:

(1) Completion of any state board of education approved school psychology program at the doctoral, certificate of advanced graduate study, specialist, or master’s level; or

(2) Meeting both of the following requirements:

a. Completion of at least 60 semester hours or the equivalent of graduate study culminating in at least a master’s degree, of which at least 54 hours are exclusive of credit for the supervised internship experience as described in b.; and

b. Experience in a supervised internship in a general school setting for 1,200 clock hours, full-time over one year or half time over 2 consecutive years in a general school setting, provided that if additional experiences are provided in mental health clinics, psychiatric hospitals, and other institutions for children, such experiences shall not replace the supervised internship in a general school setting for more than 600 of the 1,200 hours.

(b) A candidate for licensure as a school psychologist shall have the skills, competencies, and knowledge in the following areas:

(1) Practices that permeate all aspects of service delivery through:

a. Data-based decision making and accountability; and

b. Consultation and collaboration;

(2) Direct and indirect services for children, families and schools which include:

a. Student-level services including:

1. Conducting, interpreting, and communicating the findings of assessments of students, including but not limited to their:

(i) Intellectual ability;

(ii) Cognitive processing;

(iii) Academic achievement;

(iv) Behavior;

(v) Social and emotional functioning;

(vi) Learning environments; and

(vii) Adaptive functioning;

2. Designing, implementing, monitoring, and adapting instructional and behavioral supports and interventions; and

3. Creating, implementing, and evaluating mental health interventions and direct services to develop social/emotional and life skills;

b. Systems-level services including:

1. Interacting effectively in a school setting by understanding systems, roles, curriculum, instruction, and assessment to promote socialization, learning, and mental health; and

2. Implementing and evaluating school wide practices that promote learning; and

c. Preventative and responsive services including:

1. Applying principles of resilience and risk factors in learning and mental health;

2. Promoting multi-tiered systems of support; and

3. Formulating evidence-based strategies for effective crisis preparation, response, and recovery; and

(3) Foundations of professional school psychological services which include:

a. Understanding and analyzing the diversity in human development and learning including culture, context, and individual differences;

b. Explaining typical and atypical psychological and educational development in children and youth;

c. Synthesizing, evaluating, and applying theories and models of research, empirical findings, and techniques related to student learning;

d. Utilizing research design, statistics, measurement, and varied data collection and analysis techniques;

e. Designing and implementing program evaluation to support evidence-based practices at the individual, group, and/or systems levels;

f. Integrating the history and foundations of psychology into a professional identity and practice as a school psychologist; and

g. Adhering to ethical, legal, and professional standards including:

1. Ethical and professional decision making; and

2. Professional work characteristics and disposition that reflect personal integrity.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8206, INTERIM, eff 11-18-04, EXPIRES: 5-17-05; ss by #8335, eff 4-23-05; ss by #8667, eff 7-1-06, EXPIRED: 7-1-14

New. #10785, eff 2-20-15; ss by #13102, eff 10-5-20 (formerly Ed 507.08) (see Revision Note at part heading for Ed 508)

Ed 508.03 School Social Worker.

(a) For an individual to be licensed as a school social worker, the individual shall:

(1) Have completed a master’s level specialist program in school social work consisting of a full time, or its equivalent in part-time, coordinated sequence of specifically focused study at the graduate level, culminating in at least a master’s degree in the area of social work from an accredited institution; or

(2) Have earned a master’s degree in social work and one of the following:

a. Have completed an approved conversion program in school social work which shall include a 2-year internship supervised by a licensed school social worker; or

b. Have acquired the knowledge and skills of a school social worker under Ed 505.04, or Ed 505.05.

(b) A candidate for licensure as a school social worker shall have skills, competencies, and knowledge in the following areas:

(1) Social welfare and educational policy, including:

a. History of education, social work, and human services systems;

b. Role of policy at local, state, and national levels in education and school social work practice;

c. Process of policy formation and implementation and its impact on student and family systems, schools, organizations, and communities;

d. Use of policy practice to analyze, influence, and advocate; and

e. State and federal laws related to school social work practice, such as education, special education, 504, child welfare, homeless and displaced students, mental health, and juvenile justice;

(2) Social work values and ethics, including:

a. Mission of public education;

b. Mission of school social work to insure student learning, educational equity, and social justice for every student by reducing or eliminating the social, economic, and environmental barriers;

c. Demonstration and promotion of the values of the profession as delineated in the National Association of Social Workers (NASW) Code of Ethics (2017), as specified in Appendix II;

d. Professional school social work and pupil services standards as stated in the NASW Standards for School Social Work Services (2012), as specified in Appendix II; and

e. Ability to use an ethical decision-making model to guide practice;

(3) Social and economic justice and populations at risk, including:

a. Understanding risk/resiliency factors for populations at risk;

b. Understanding the dynamics of risk factors for school failure and the strategies to address them;

c. Understanding how group membership and various forms of oppression affect access to resources and educational opportunities;

d. Strategies to combat discrimination, oppression, institutional racism, and economic deprivation;

e. Advocacy for non-discriminatory social and economic systems; and

f. Identification of inequities in access to school and community programs and services for children, youth, and families;

(4) Skills in systematic assessments, data gathering, and interpretation at multiple levels using a variety of methods to assess the needs, characteristics, and interactions of students, families, and school personnel;

(5) Effective prevention and intervention with individuals, families, schools, and communities including:

a. Utilization of a strength-based approach to enhance students’ capacities, with special emphasis on students in populations at risk;

b. Design and implementation of practice strategies with persons from diverse backgrounds;

c. Partnership with families and others to resolve challenges in the home, school, and community;

d. Counseling;

e. Crisis intervention and other mental health services;

f. Casework and case management;

g. Group work;

h. Mediation and conflict resolution;

i. Advocacy;

j. Development of positive behavioral intervention strategies for all students;

k. Program development and management;

l. Provision of professional development and community education;

m. Collaboration, consultation, and coordination as leaders or members of interdisciplinary teams and community partnerships; and

n. Community organization, including mobilization of school and community resources;

(6) Human behavior and social environment, including:

a. Biological, psychological, and sociological variables affecting development, learning, and educational achievement; and

b. Application of theoretical frameworks to understand the interaction among individuals and between individuals and social systems such as families, groups, organizations, and communities;

(7) Diversity, including:

a. Cultural factors in race, gender, ethnicity, sexual orientation, and social class and how culture affects individual, family, group, organizational, and community behavior;

b Understanding of, and affirmation and respect for, people from diverse backgrounds and recognition of diversity within and between groups;

c. Development of trust, open communication, mutual respect, and ongoing collaboration with members of diverse populations; and

d. Ability to take cultural and other diversity factors into account in assessments and interventions; and

(8) Research, including:

a. Qualitative and quantitative methodologies; and

b. Use of practice literature and empirically-based knowledge in the areas of children, youth, families, and schools to:

1. Provide school social work services and educational interventions;

2. Monitor and assess programs and services;

3. Monitor and assess academic and social progress; and

4. Initiate change and improve practice, policy, and programs.

(c) For the purposes of Ed 507.14, populations at risk shall include, but not be limited to:

(1) Children with special educational needs;

(2) School age parents;

(3) Homeless youth and families;

(4) Students affected by mental health and substance misuse issues;

(5) Lesbian, gay, bisexual, transgender, and questioning youth;

(6) Abused and neglected students;

(7) Students living in poverty;

(8) Children of color;

(9) Adjudicated and incarcerated youth;

(10) English language learners;

(11) Students whose families are in crisis; and

(12) Other marginalized groups of students.

Source. #6349, eff 10-5-96, EXPIRED: 10-4-04

New. #8229, eff 12-17-04; ss by #9306, eff 10-25-08; ss by #12144, eff 3-24-17; ss by #13102, eff 10-5-20 (formerly Ed 507.14) (see Revision Note at part heading for Ed 508)

Ed 508.04 Specialist in Assessment of Intellectual Functioning (SAIF).

(a) To be licensed as a specialist in assessment of intellectual functioning (SAIF), an individual shall:

(1) Hold a master's degree and a valid:

a. Beginning educator or experienced educator license from the state board in education, school counseling, administration, or speech language specialist;

b. License as a psychologist from the New Hampshire board of psychologists;

c. License as an occupational therapist from the governing board of occupational therapists; or

d. License as a speech-language pathologist from the governing board of speech-language pathologists;

(2) Have at least 4 years of documented school experience in education, school counseling, administration, speech therapy, or occupational therapy; and

(3) Either:

a. Have successfully completed a SAIF program approved by the state board of education; or

b. Have acquired the competencies, skills and knowledge described in (b) below through other experiences and training so as to qualify under Ed 505.06, Demonstrated Competencies.

(b) To qualify as a SAIF, an individual shall have the following:

(1) Knowledge of:

a. Relevant local, state, and federal laws, policies, regulations, and procedures pertaining to education;

b. General principles of learning and research-validated teaching strategies;

c. Human development theory, including application to children in a school setting;

d. The learning characteristics of individuals with disabilities;

e. Statistics, research methods, and professional literature pertinent to the processes of assessment and program development; and

f. Those ethical principles applicable to the professional school psychology practice in the reporting of assessment results to school teams aimed at protecting the rights of individuals as set forth in the National Association of School Psychologists Principles for Professional Ethics (2010) as referenced in Appendix II; and

(2) Competency and skill in:

a. Developing professional interactions for the purpose of obtaining and communicating information;

b. Consulting with staff members and parents regarding students’ current and future needs;

c. Translating referral questions and concerns into a set of assessment procedures that follow Ed 1107 and 20 U.S.C. 1400;

d. Administering, scoring, and interpreting assessments of individual intelligence and cognitive processing, assessments of academic achievement, and assessments of functional achievement;

e. Conducting a test session with sufficient proficiency to ensure fluent administration and adding meaningful clinical observation concerning the test session, as well as having sufficient expertise to reflect on the student’s performance and its implication for further assessment;

f. Integrating background information and assessment results into a description of how the child learns;

g. Developing appropriate recommendations based upon assessments and best practices;

h. Assisting team members in planning strategies and interventions for students and assessing their effectiveness; and

i. Assisting the administration in planning and facilitating professional development and improvement efforts; and

(3) Expertise in:

a. The nature, uses, and limitations of a variety of psychological educational assessments; and

b. Research-validated educational accommodations, modification, supports, and interventions.

Source. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8206, INTERIM, eff 11-18-04, EXPIRES: 5-17-05; ss by #8335, eff 4-23-05; ss by #8699, eff 8-3-06, EXPIRED: 8-3-14

New. #12089, eff 1-26-17; ss by #12539, eff 5-31-18; ss by #13102, eff 10-5-20 (formerly Ed 507.19) (see Revision Note at part heading for Ed 508)

Ed 508.05  School Counseling Director. A candidate for licensure as a school counseling director shall have the following entry-level education and employment experiences:

(a)  Completion of a school counseling program from an institution accredited by a regional accrediting body approved by the U.S. Department of Education at the master’s degree level or higher;

(b)  Current possession of a state license as a school counselor;

(c)  At least 3 years of full-time experience in the field of school counseling, with recent leadership experience that encompasses comprehensive knowledge of school operations;

(d)   Principles and techniques of effective staff and program management as they relate to school counseling in the areas of:

(1)  Recruitment and selection;

(2)  Assignment and deployment of personnel;

(3)  Supervision;

(4)  Leadership and support;

(5)  Development and implementation of a comprehensive program;

(6)  School equity and civil rights issues;

(7)  Integrated use of technology and information systems;

(8)  State and national laws, rules, policies, and ethical guidelines; and

(9)  Individual and program evaluation.

Source. #7043, eff 7-1-99; ss by #8229, eff 12-17-04; ss by #9117, eff 3-27-08, EXPIRED: 3-27-16

New. #12384, eff 9-20-17; ss by #13102, eff 10-5-20 (formerly Ed 507.23) (see Revision Note at part heading for Ed 508); rpld by #13610, eff 4-14-23; ss by #13655, eff 7-1-23 (formerly Ed 506.10)

Ed 508.06 Library Media Coordinator.

(a) A candidate shall have the following entry level requirements to be licensed as a library media coordinator:

(1) Have completed a minimum of 3 years’ experience as a library media specialist as documented by positive recommendations or evaluations from the candidate’s supervisor(s) which demonstrate that the candidate has acquired the competencies outlined in Ed 507.21; and

(2) Have at least completed a master's degree program in library science, library and information studies, or a closely related field such as education.

(b) Candidates shall file the following materials and documents with the bureau of credentialing:

(1) Completed application forms containing the information required in Ed 508.04;

(2) Previous work record;

(3) Education record; and

(4) A minimum of 3 confidential references from persons who can attest to the candidate’s proficiencies in the required leadership area.

(c) Candidates for licensure as a library media coordinator shall have skills, competencies, and knowledge in the following areas:

(1) In the area of program management and leadership, the ability to:

a. Provide effective leadership and coordination in developing, implementing, and evaluating a comprehensive, system-wide school library media program;

b. Develop and implement a strategic plan for the school library media program to meet system-wide goals while allowing for differences of individual schools;

c. Communicate the school library media program's vision, goals, and priorities to the educational system and the community;

d. Coordinate collection development and programming for system-wide libraries;

e. Plan and manage information literacy instruction efforts for students and teachers;

f. Plan and manage virtual and physical resources, systems, and services to support teaching and learning;

g. Coordinate the planning and design of new, renovated, and existing school library media facilities and system-wide infrastructure;

h. Develop policy recommendations and implement established adopted policies and procedures; and

i. Advocate for the centrality of the library media program to the learning of students;

(2) In the area of fiscal management, the ability to:

a. Prepare budgets in collaboration with school leaders, departments, or agencies to ensure equitable services and resources;

b. Maintain accurate records and inventories to prepare reports; and

c. Research grants and other external funding opportunities for the support and enhancement of student learning resources and results;

(3) In the area of information management, the ability to:

a. Provide trustworthy information on promising and proven practices keyed to system-wide priorities to improve student achievement as well as educator and school leader effectiveness;

b. Collaborate with other libraries and agencies to share resources and enhance the system's learning climate, learning opportunities, and learning results;

c. Advise all school system personnel regarding the importance of the principles of intellectual freedom and ethical behavior, and advocate for the integration of these principles in system policies and programs; and

d. Work with system and school leaders as well as educators to ensure standardization of equipment and equity of resources across programs and buildings; and

(4) In the area of personnel management, the ability to:

a. Advocate for the American Association of School Librarians (AASL) recommended level of staffing for school library media centers;

b. Collaborate with principals and site-based committees in the selection and placement of school library media personnel; and

c. Work with school leaders to supervise, support and evaluate the system's school library media personnel in the operation of their school library media program.

Source. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8229, eff 12-17-04; ss by #10276, eff 2-22-13; ss by #13102, eff 10-5-20 (formerly Ed 507.20) (see Revision Note at Part heading for Ed 508)

Ed 508.07 Library Media Specialist.

(a) To be licensed as a library media specialist, the candidate shall have a bachelor’s degree.

(b) A candidate for licensure as a library media specialist shall have skills, competencies, and knowledge in the following areas:

(1) In the area of teaching for learning, the ability to:

a Demonstrate that she or he is a skilled instructional specialist who ensures that learners become effective and ethical users and creators of ideas and information, through:

1. Applying knowledge of learners and learning, including:

(i) Learning styles;

(ii) Stages of human development;

(iii) Cultural influences; and

(iv) Physical and intellectual abilities and needs;

2. Providing instruction in multiple literacies;

3. Promoting inquiry-based learning; and

4. Providing authentic learning experiences;

b Design and implement instructional strategies that engage students' interests and develop their ability to:

1. Inquire;

2. Think both critically and creatively; and

3. Ethically gain and share knowledge;

c. Utilize the assessment of student learning to inform practice;

d. Model, share, and promote effective principles of teaching and learning as collaborative partners with other educators;

e. Collaborate with students, other educators, and administrators to efficiently access, interpret, and communicate information;

f. Design and provide professional development which enables other educators and administrators to:

1. Locate research-based information relevant to their professional practice; and

2. Integrate best practices into their curricula; and

g. Integrate the use of current technologies as a means for effective and creative teaching and to support students’ conceptual understanding, critical thinking, and creative processes;

(2) In the area of literacy and reading, the ability to:

a. Demonstrate knowledge of children’s, young adult, and professional literature to guide and support reading for information, reading for pleasure, and reading for lifelong learning in multiple languages and formats such as but not limited to materials in print, e-book, digital, audio, and braille;

b. Use a variety of strategies to promote reading, viewing, and listening, for learning, personal growth, and enjoyment;

c. Develop a collection of reading and information materials in print and digital formats that support the diverse developmental, cultural, social, and linguistic needs of the learning community;

d. Collaborate with staff to design and implement authentic and engaging instructional strategies that reinforce reading instruction to ensure students are able to create meaning from text;

e. Model personal enjoyment of reading in order to motivate lifelong reading in students; and

f. Integrate the use of current technologies that support literacy and reading;

(3) In the area of information and knowledge, the ability to:

a. Model multiple strategies for students, teachers and administrators and other members of the school community to locate, evaluate, and ethically use information;

b. Identify physical, socioeconomic, and intellectual barriers to equitable school, home and community access to learning resources and services;

c. Develop and promote solutions to address barriers to equitable access to learning resources and services;

d. Provide a variety of learning resources and services to support the needs of diverse learners;

e. Support flexible, open access to library services, including, but not limited to 24/7 access to online databases, library websites, and related instructional support resources;

f. Model and communicate the legal and ethical principles of the profession;

g. Demonstrate proficiency in the use of 21st century tools to continuously improve their professional practice; and

h. Interpret and use a variety of data, including evidence-based action research, to create and share new knowledge to improve practice in school libraries;

(4) In the area of advocacy and leadership, the ability to:

a Utilize evidence-based practice and research to communicate the centrality of the library program to a school's ability to:

1. Meet and exceed local, state and national content standards;

2. Improve student learning;

3. Meet the challenges of the learners, the skills, and the learning environments of the 21st century; and

4. Integrate the use of current technologies as a means for effective and creative teaching and learning;

b. Advocate for intellectual freedom, equity of access, and privacy rights;

c. Educate the school community on the ethical use of information and ideas;

d. Establish connections with other libraries and strengthen cooperation among library colleagues for resource sharing, networking, and facilitating access to information;

e. Plan for and participate in ongoing professional growth and leadership opportunities, informed by reflective practice;

f. Engage in school improvement processes, such as but not limited to curriculum development; and

g. Document and communicate the impact of collaborative instruction on student learning; and

(5) In the area of program management and administration, the ability to:

a. Communicate and collaborate with students, staff, administrators, and community members to design and develop a library program that aligns resources and services with the school’s mission, in accordance with New Hampshire school approval standards Ed 306.08, instructional resources, and Ed 306.42, digital literacy program;

b. Manage, organize, and evaluate school library physical resources such as facilities, fiscal resources such as budgets, and human resources such as personnel, including volunteers, to enhance the use of information resources and services and to ensure equitable access to all resources for all users;

c. Make use of data to evaluate and improve the school library program;

d. Develop, implement, and evaluate policies and procedures consistent with:

1. School, district, state, and national standards;

2. Relevant laws and legislation;

3. Privacy rights;

4. Equity of access; and

5. The tenets of intellectual freedom;

e. Create and implement a collection development policy that demonstrates knowledge of principles related to selection, acquisition, organization, evaluation, and reconsideration of library resources;

f. Evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop a relevant, balanced collection designed to meet the diverse curricular, personal, and professional needs of students, staff, and administrators;

g. Organize a school library collection according to current library cataloging and classification principles and standards; and

h. Ensure integration of current research findings and best practices into the school library program by keeping up to date with local, state, and national education, technology, and information initiatives.

Source. #6349, eff 10-5-96; ss by #7925, eff 7-24-03; ss by #9939, INTERIM, eff 6-9-11, EXPIRED: 12-6-11

New. #10151, eff 6-22-12; ss by #13102, eff 10-5-20 (formerly Ed 507.21) (see Revision Note at part heading for Ed 508)

Ed 508.08 Digital Learning Specialist. The following requirements shall apply to the licensure of a digital learning specialist:

(a) To be licensed as a digital learning specialist, the candidate shall have:

(1) At least a bachelor’s degree; and

(2) Qualify for licensure under one of the credentialing pathways in Ed 505.01 – Ed 505.05 having also met the requirements of (c) below.

(b) A candidate for licensure as a digital learning specialist shall have skills, competencies, and knowledge as a digital designer, digital learner, digital citizen, collaborative coach, and visionary leader as follows:

(1) As a digital designer, effectively use technology with differentiation, rigor, relevance, and engaging learning experiences in his or her practice of teaching, learning, and assessment by the ability to:

a. Design and implement digitally-based learning experiences with multiple and varied formative and summative assessments;

b. Model and promote the use of adaptive and assistive technologies and other digital tools and resources to personalize and differentiate activities for all learners;

c. Collaborate with other educators to help design and implement the student digital portfolio processes and procedures as specified in Ed 306.42; and

d. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding;

(2) As a digital learner, continue to deepen knowledge and expertise with technological concepts and pedagogy as follows:

a. Use knowledge of digital tools to model, promote, and facilitate experiences that advance learner competency, creativity, and innovation in both face-to-face and virtual environments;

b. Collaborate with other educators to promote innovative and creative thinking using digital tools to engage learners in real-world problem solving;

c. Collaborate with other educators to model, design, and implement technology-enhanced learning experiences addressing both technology and content standards; and

d. Illustrate how state and national standards are implemented within the curriculum;

(3) As a digital citizen, model responsible and safe participation in the digital world with the ability to:

a. Model and promote safe, ethical, and legal practices related to digital tools and resources;

b. Model and promote digital etiquette, awareness of digital identity and privacy, and responsible social interactions related to the use of digital tools and resources; and

c. Model and promote diversity, cultural understanding, and global awareness using digital communication and collaborative tools and resources to interact locally and globally;

(4) As a collaborative coach, develop innovative professional learning opportunities and evaluate the impact on instructional practice and learner competencies with the ability to:

a. Model and promote effective management and use of digital tools and resources to support technology rich learning environments;

b. Evaluate, adapt, and reflect on digital tools, resources, and emerging trends by participating in local and global learning communities and by reviewing current research and evidence-based innovative practices; and

c. Promote the role of digital media literacies to best equip learners to succeed in a globally interconnected, multicultural world; and

(5) As a visionary leader, promote and participate in the development and implementation of collaborative strategies for the comprehensive integration of technology to foster excellence to support transformational change throughout the instructional environment with the ability to:

a. Promote and participate in the development and implementation of a shared vision for the comprehensive integration of technology to support learning opportunities for all learners and educators;

b. Promote and participate in the planning, development, communication, implementation, and evaluation of technology-infused strategic plans and adoption of new digital resources and tools at the district and school levels; and

c. Promote and participate in the implementation strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms.

Source. #7042, eff 8-1-99, EXPIRED: 8-1-07

New. #9813, eff 11-11-10; ss by #12662, eff 11-9-18; ss by #13102, eff 10-5-20 (formerly Ed 507.22) (see Revision Note at part heading for Ed 508)

Ed 508.09 Reading and Writing Specialist.

(a)  A candidate for licensure as a reading and writing specialist for grades K-12 shall meet the following entry level requirements:

(1)  Qualify for licensure under one of the pathways as outlined in Ed 505.05-Ed 505.07;

(2)  The general education requirements specified in Ed 505.02;

(3)  The professional education requirements specified in Ed 505.03, if applicable; and

(4) Completed at least 3 years of teaching.

(b)  A candidate for licensure as a reading and writing specialist for grades K-12 shall have skills, competencies, and knowledge in the following areas:

(1)  In the area of knowledge of the theoretical and evidence-based foundations of reading and writing processes and instruction, the ability to demonstrate knowledge of:

a.  Cognitive, sociocultural, and diverse linguistic foundations of reading and writing processes and instruction;

b.  Current practices, research, and historical developments in reading and writing;

c.  Language development as it relates to acquisition of reading and writing, the variations related to sociocultural and linguistic diversity, and the basics of second language acquisition by leveraging multilingual learners;

d.  The major components of reading and writing instruction and curriculum, including the ability to:

1. Describe components of language and reading, including phonology, syntax, semantics, morphology, discourse, pragmatics, concepts of print, phonological and phonemic awareness, phonics, word recognition, fluency, vocabulary, oral language, and comprehension;

2. Explain the reciprocal relationships among:

(i) Phonemic awareness, phonological awareness, rapid automatic naming speed, word recognition, and spelling;

(ii) Decoding, fluency, and reading comprehension;

(iii) Background knowledge, vocabulary, decoding, and reading comprehension;

(iv) Reading comprehension, writing, and composition;

(v) Listening comprehension and reading comprehension; and

(vi) Reading, writing, language, viewing, speaking, and listening in service of building knowledge;

3.  Apply explicit, systematic, and sequential evidence-based practices in phonological awareness and phonemic awareness;

4. Explain how background knowledge, vocabulary knowledge, text comprehension strategies, verbal reasoning, and language structures are integrated in reading; and

5.  Describe how reading and writing are embedded in all content areas, including but not limited to English, ESOL, mathematics, science, and social studies; and

e.  Major components of writing instruction, including the ability to:

1.  Demonstrate knowledge of the development of spelling, its instruction, and its relationship to word recognition and word meaning;

2.  Demonstrate the knowledge of the mechanics of writing, including punctuation, grammar, spelling, and letter formation;

3.  Explain recursive strategies for planning, drafting, revising, and editing writing;

4.  Describe models for integrating writing across the curriculum; and

5. Know and apply in practice considerations for the appropriate uses of assistive technology in the writing process;

(2)  In the area of instructional strategies and curriculum materials in reading and writing, the ability to recognize the importance of, demonstrate, and facilitate professional learning and leadership by:

a.  Understanding and applying practice of structured language and literacy teaching including explicit, systematic, and cumulative teacher-directed instruction; and

b.  Using a wide range of evidence-based curriculum materials including structured literacy approaches in effective reading and writing instruction for struggling reluctant learners, including those identified through the screening required by RSA 200:59, I as having potential indicators or risk factors of dyslexia and related disorders at different stages of literacy development and from different sociocultural and linguistic backgrounds;

(3)  In the area of assessment and evaluation of reading and writing, the ability to:

a. Describe the terminology, processes, and procedures used in screening, progress monitoring, and diagnostic and outcome assessments, including English language learners’ proficiency levels;

b.  Use a variety of formal and informal assessment tools and practices to plan, evaluate, and communicate effective reading and writing instruction;  

c.  Use assessment information to plan, evaluate, differentiate, and revise effective instruction that meets the needs of all students, including those identified through the screening required by RSA 200:59, I, as having potential indicators or risk factors of dyslexia and related disorders by:

1.  Assisting teachers in using assessments to plan and implement evidence-based instruction for all students;

2.  Engaging students and adults in using assistive technology to address their needs in learning and communicating; and

3.  Collaboratively collecting, analyzing, and using school-wide assessment data to improve school and district literacy instruction and programs;

d.  Communicate results of assessments and screenings to a variety of audiences, including students, families, administrators, teachers, specialists, and policymakers; and

e.  Demonstrate knowledge of current issues, practices, and policies related to the assessment, evaluation, and instruction of reading and writing;

(4)  In the area of creating a literate environment that fosters reading and writing, the ability to:

a.  Use students’ interests, backgrounds, and abilities in reading and writing as foundations for the reading and writing program, including the ability to:

1.  Assist the classroom teacher in demonstrating a respectful attitude toward all learners and understand the roles of choice, motivation, and scaffolded instructional support in creating positive and supportive environments;

2.  Assist the classroom teacher and paraeducator in selecting literature, materials, and activities that match the reading levels and writing development of all students;

3.  Demonstrate models of teaching that provide authentic purposes for reading and writing; and

4.  Help the classroom teacher to use evidence-based rationale to make and monitor flexible instructional grouping options for students;

b.  Create social learning contexts that engage learners in discussions and literacy explorations among peers to motivate and extend learning opportunities;

c.  Apply literacy content and pedagogical knowledge in the selection and use of instructional tools and promote and make sound decisions about when such tools enhance teaching and learning, recognizing both the insights to be gained and possible limitations of such tools; and

d.  Provide educational opportunities, information, and support for families and the community; and

(5)  In the area of professional knowledge and skills, the ability to:

a.  Demonstrate reading and writing-focused instructional leadership through actions such as coaching, mentoring, and analyzing and evaluating educational structures and policies that affect students’ equitable access to high quality reading and writing instruction;

b. Plan, develop, implement, and evaluate reading- and writing-focused professional development programs;

c.  Evaluate the alignment of state English language arts standards, district curricula, and state and local assessments, and recommend appropriate adjustments;

d.  Support teachers in systematically reflecting on and learning from their reading and writing practice;

e.  Collaborate with school-based professionals to develop evidence-based interventions for high- and low- achieving students; and

f. Analyze and interpret reading and writing assessment data and communicate results to appropriate and varied audiences.

Source. #6349, eff 10-5-96; rpld by #7923, eff 7-24-03

New. #9306, eff 10-25-08; amd by #9993, eff 9-16-11; amd by #10506, eff 1-17-14; ss by #12142, eff 3-24-17; ss by #13102, eff 10-5-20 (formerly Ed 507.12) (see Revision Note at part heading for Ed 508); ss by #14368, eff 9-11-25, EXPIRES: 9-11-35

Ed 508.10  Specialist in Elementary Mathematics K-Pre-Algebra.

(a)  A candidate for licensure as a specialist in elementary mathematics K-pre-algebra shall meet the following entry level requirements:

(1)  Qualify for licensure under one of the pathways outlined in Ed 505.05-505.07;

(2)  The general education requirements specified in Ed 505.02;

(3)  The professional education requirements specified in Ed 505.03; and

(4)  Completed at least 3 years of teaching.

(b)  A candidate for licensure as a specialist in elementary mathematics K- pre-algebra shall have the following skills, competencies, and knowledge:

(1)  All of the mathematics requirements outlined in Ed 507.11 for an elementary teacher;

(2) All of the requirements outlined in Ed 507.26 for a middle school math teacher;

(3)  In the area of mathematical practices, the ability to:

a. Make sense of problems and persevere in solving them;

b. Communicate and demonstrate the importance of problem solving and its use in developing conceptual understanding;

c.  Represent and model mathematical ideas;

d.  Reason abstractly, reflectively, and quantitatively, including constructing viable arguments and proofs;

e.  Attend to precision;

f.  Identify elements of structure and express regularity in patterns of mathematical reasoning;

g.  Use appropriate mathematical vocabulary and symbols to communicate mathematical ideas; and

h.  Demonstrate the interconnectedness of mathematical ideas including making connections across various content areas and real-world contexts;

(4)  In the area of mathematical pedagogy and assessment as a specialist, the ability to:

a.  Apply knowledge of curriculum standards for elementary mathematics and their relationship to student learning within and across mathematical domains in teaching students and coaching and mentoring classroom teachers;

b. Coach and mentor teachers in planning instruction, incorporating developmentally appropriate mathematical activities, and investigations that require active engagement and include mathematics-specific technology in building new knowledge;

c.  Analyze and consider research in planning for mathematics instruction;

d.  Implement and promote techniques related to student engagement and communication, including:

1. Selecting high quality tasks;

2. Guiding mathematical discussions;

3. Identifying key mathematical ideas;

4. Identifying and addressing student misconceptions; and

5. Employing a range of questioning strategies;

e.  Use mathematical content and pedagogical knowledge to select, use, adapt, and determine the suitability of mathematics curricula and teaching materials for particular learning goals;

f. Analyze students’ development in mathematics using holistic, analytical, and diagnostic tools;

g.  Select and implement developmentally appropriate formative and summative assessments in their practice and train classroom teachers to administer and interpret assessment results to inform instruction by reflecting on mathematical proficiencies essential to all students;

h. Provide students and teachers with opportunities to communicate about mathematics and make connections among mathematics, other content areas, everyday life, and the workplace;

i. Monitor students’ progress and assist others including teachers, family members, and administrators, in making instructional decisions and in measuring and interpreting student assessment results;

j. Recognize, evaluate, and respond to multiple, often non-standard, solutions to problems; and

k. Use questions to effectively probe students’ understanding and make productive use of responses;

(5)  In the area of mathematical learning environments and its impact on students, the ability to:

a. Exhibit knowledge of learning and demonstrate a positive disposition toward mathematical processes and learning;

b. Recognize cultural differences among learners and use this knowledge to motivate and extend learning opportunities in which students are actively engaged in building new knowledge from prior knowledge and experiences;

c. Create social learning contexts that engage learners in discussions and mathematical explorations among peers to motivate and extend learning opportunities;

d. Plan, create, and coach and mentor teachers in creating developmentally appropriate, sequential, and challenging learning opportunities in which students are actively engaged in building new knowledge from prior knowledge and experiences;

e. Apply mathematical content and pedagogical knowledge in the selection and use of instructional tools and promote and make sound decisions about when such tools enhance teaching and learning, recognizing both the insights to be gained and possible limitations of such tools;

f. Verify that students can demonstrate:

1. Conceptual understanding;

2. Procedural fluency;

3. The ability to formulate, represent, and solve problems;

4. Logical reasoning and continuous reflection of that reasoning;

5. Productive disposition toward mathematics; and

6. The application of mathematics in a variety of contexts; and

g. Collect, organize, analyze, and reflect on diagnostic, formative, and summative assessment evidence and determine the extent to which students’ mathematical proficiencies have increased as a result of their instruction or their efforts in coaching and mentoring teachers; and

(6) In the area of professional knowledge and skills, the ability to:

a.  Demonstrate mathematics-focused instructional leadership through actions such as coaching, mentoring, and analyzing and evaluating educational structures and policies that affect students’ equitable access to high quality mathematics instruction;

b.  Plan, develop, implement, and evaluate mathematics-focused professional development programs;

c.  Evaluate the alignment of state mathematical standards, district curricula, and state and local assessments and recommend appropriate adjustments;

d.  Support teachers in systematically reflecting on and learning from their mathematical practice;

e.  Collaborate with school-based professionals to develop evidence-based interventions for high-and low-achieving students; and

f.  Analyze and interpret mathematics assessment data and communicate results to appropriate and varied audiences.

Source. #10506, eff 1-17-14; ss by #13102, eff 10-5-20 (formerly Ed 507.251) (see Revision Note at part heading for Ed 508); ss by #14367, eff 9-11-25, EXPIRES: 9-11-35

PART Ed 509 CREDENTIAL RENEWAL AND VALIDITY

Ed 509.01 Recommended Renewal; Process for Educators Currently Employed Under a Local NH Professional Development Master Plan.

(a) Educator licenses shall be renewed every 3 years. School nurse I may renew one time after the first 3 years of the initial license.

(b) In addition to compliance with the requirements of this section, the following shall be required for renewal:

(1) Documentation that the licensed educator has met the requirements of Ed 509.03 and Ed 513.04, or Ed 504.08, 504.09 and 513.07 for school nurse; and

(2) Payment of the renewal fee pursuant to Ed 505.08.

(c) The department shall provide opportunity for electronic submission of the documentation required under Ed 509.03 by the senior educational official.

(d) The senior educational official shall verify that each licensed educator whose license requires renewal has completed professional development as required in Ed 513.04. Verification shall include the name of the licensed educator and the licensed educator’s area(s) of endorsement.

(e) The licensed educator shall pay the appropriate fee in a timely manner to the department before the expiration of the educator’s license.

(f) Verifications under (c) and (d) above shall be made and the fee under (e) above shall be paid no later than June 30 of the year in which the license is required to be renewed. Late filings shall be treated in accordance with Ed 509.04.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED: 6-25-96

New. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8229, eff 12-17-04; ss by #10362, eff 6-15-13; ss by #12418, eff 11-14-17; ss by #13103, eff 10-5-20

Ed 509.02 Department of Education Renewal; Process for Educators Not Currently Employed Under a Local NH Professional Development Master Plan.

(a) Educator licenses shall be renewed every 3 years. School nurse I may renew one time after the first 3 years of the initial license.

(b) In addition to compliance with the requirements of this section, the following shall be required for renewal:

(1) Documentation that the licensed educator has met the requirements of Ed 509.03 and Ed 513.05, or Ed 504.08, 504.09 and 513.07 for school nurse; and

(2) Payment of the renewal fee pursuant to Ed 505.08.

(c) Any licensed educator not currently employed by an, or teaching in an, educational organization with a valid New Hampshire license may submit documentation electronically to the department or may apply for a renewal directly by following the application procedures outlined in Ed 505.07(b)(3), Ed 505.08, and Ed 505.09(a)-(d).

(d) Every licensed educator not currently employed by an educational organization under a professional development master plan shall comply with Ed 513.05, Ed 513.06(b), or Ed 513.07(b) as required by the educator’s specific license type, and:

(1) Submit documentation electronically to the department of such compliance; or

(2) Mail documentation directly to the department documenting such compliance.

(e) Licensees not employed under the jurisdiction of a state approved local master plan for professional development shall submit evidence of approved professional development activities during the 3-year period preceding the application for license renewal as outlined in Ed 513.05, Ed 513.06, and Ed 513.07 as required by the specific license type.

(f) A development activity shall be approved by the department for purposes of (e) above if it includes one or more of the activities listed in Ed 513.02(c)(6).

(g) An educator who holds a valid license and is not employed in education for 3 or more years of service shall submit to the department evidence of satisfactory professional growth listed in Ed 509.03 or Ed 5123.05 as a basis for renewal of his/her license.

(h) The educator shall file all required documentation and pay the renewal fee, as outlined in Ed 505.08, no later than June 30 of the year in which the license is required to be renewed.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED: 6-25-96

New. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8229, eff 12-17-04; ss by #10362, eff 6-15-13; ss by #12418, eff 11-14-17; ss by #13103, eff 10-5-20

Ed 509.03 Renewal Documentation.

(a) The school administrative unit shall submit to the department, for each educator whose license is required to be renewed, verification of professional development activities taking place within the 3 years preceding expiration date of the license consistent with the local master plan for professional development pursuant to Ed 513.

(b) Evidence of approved professional development activities in each subject area or field of specialization as required in accordance with Ed 513.04 or Ed 513.05, as applicable, shall be required for each educator who holds a license in more than one endorsement area.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96; amd by #7923, eff 7-24-03; paragraphs (a)-(c) & (e) EXPIRED: 10-5-04; ss by #8229, eff 12-17-04; amd by #9993, eff 9-16-11; ss by #10362, eff 6-15-13; ss by #13103, eff 10-5-20

Ed 509.04 Late Filing.

(a)  A renewal application shall be considered a late filing if it is received by the department after June 30 of the year of its expiration.

(b)  A late filing shall be accepted by the department if the applicant meets renewal requirements and files:

(1)  The appropriate lapsed license reinstatement fee as enumerated in Ed 505.09; and

(2)  The appropriate licensure renewal fee pursuant to Ed 505.09.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; amd by #3198, eff 2-21-86; ss by #4851, eff 6-25-90; EXPIRED :6-25-96

New. #6349, eff 10-5-96; ss by #7923, eff 7-24-03; ss by #8229, eff 12-17-04; ss by #10362, eff 6-15-13; ss by #13103, eff 10-5-20; ss by #14263, eff 7-1-25, EXPIRES: 7-1-35

PART Ed 510 CODE OF CONDUCT

REVISION NOTE:

Document #12661, effective 11-9-18, adopted some new rules, repealed some existing rules, and readopted with amendment, and often renumbered, other existing rules in Chapter Ed 500, especially in Part Ed 510 through Ed 512. The source notes in the existing rules that were readopted with amendment and renumbered, or simply renumbered, by Document #12661 indicate the former rule number.

Document #12661 adopted Ed 510.01 through Ed 510.04 in a new Part Ed 510 titled “Code of Conduct.” Document #12661 also readopted with amendment and renumbered the existing Ed 510.01 as Ed 510.05. The existing Ed 510.05, titled “Voluntary Surrender of a Document”, was repealed.

The prior filings for the former Ed 510.05 included the following documents:

#6349, effective 10-5-96, EXPIRED, 10-5-04

#8194, effective 10-26-04

#10089, effective 2-23-12

Document #12661 also adopted Ed 511.01 titled “Complaints, Cases, and Investigations” in Part Ed 511 titled “Investigations and Disciplinary Proceedings”, which was formerly numbered Part Ed 510 and titled “Proceedings.” Document #12661 readopted with amendment the existing Ed 510.02, Ed 510.03, and Ed 510.04 and renumbered them as, respectively, Ed 511.03, Ed 511.02, and Ed 511.04.

Document #12661 also readopted with amendment and renumbered the existing Ed 508.07, formerly titled “Denial of Initial Application”, as Ed 512.01 titled “Denial of Credential” in Part Ed 512 titled “Denial of Certification”. Part Ed 512 had formerly been numbered as Part Ed 511 and titled “Denial, Suspension, or Revocation for Certified Personnel.” Document #12661 renumbered, but did not readopt, the existing Part Ed 512 and Part Ed 513 as, respectively, Part Ed 513 and Part Ed 514.

Document #12661 repealed the following existing rules in Part Ed 511:

Ed 511.01 Grounds for Denial of License for Educator Certification.

Ed 511.02 Grounds for Suspension or Revocation of Educator’s Certification.

Ed 511.04 Effects of Certificate Surrender.

Ed 511.05 Investigations.

Ed 511.06 Due Process for Denial of Licensure for an Educator or Endorsement or Renewal or Reinstatement.

The prior filings for Ed 511.01 and Ed 511.02 through Ed 511.06 included the following documents:

#2055, effective 6-16-82 #6822, effective 9-1-98

#2714, effective 5-16-84 #7091, effective 9-4-99

#4851, effective 6-25-90, EXPIRED 6-25-96 #8194, effective 10-26-04

#6349, effective 10-5-96 #10089, effective 2-23-12

Ed 510.01 Principle 1 - Responsibility to the Education Profession and Educational Professionals.

(a) In fulfilling responsibilities to the education profession and educational professionals, a credential holder shall exemplify honesty and integrity in the course of professional practice.

(b) Unprofessional conduct shall include, but not be limited to:

(1) Discrimination against a fellow professional as specified in RSA 354-A:1;

(2) Failure to self-report within 5 business days if he or she has been arrested for any violation of offenses enumerated in RSA 189:13-a, V;

(3) Falsifying, fraudulently altering, or deliberately misrepresenting professional qualifications, including, but not limited to, degrees, academic awards, and related employment history when applying for a credential;

(4) Unlawful possession of a drug;

(5) Possessing, using, or being under the influence of alcohol or drugs not prescribed for the use of the credential holder when on school premises or at a school sponsored activity where students are present or may reasonably be expected to be present;

(6) Failure to notify the state at the time of application for credential of past criminal convictions, or of revocations or suspensions of a credential or license by New Hampshire or any other jurisdiction; and

(7) Falsifying or deliberately misrepresenting information submitted to the department in the course of an official inquiry, investigation, or both.

Source. #12661, eff 11-9-18 (See Revision Note at part heading for Ed 510)

Ed 510.02 Principle 2 - Responsibility to Students.

(a) In fulfilling responsibilities to students a credential holder shall maintain a professional relationship with all students, both inside and outside the educational setting, and make reasonable efforts to protect students from conditions which are harmful to their health and safety.

(b) Unprofessional conduct shall include, but not be limited to:

(1) Discrimination against a student as specified in RSA 354-A:1;

(2) Failure to provide appropriate supervision of students, pursuant to local school district policy adopted as specified in Ed 306.04, at school or school-sponsored activities or the failure to ensure the safety and well-being of students;

(3) Furnishing alcohol or illegal or unauthorized drugs to any student, or allowing or encouraging a student to consume alcohol or illegal or unauthorized drugs;

(4) Committing any of the following acts to any minor, or any student or prior student up to 10 months after the student’s graduation, departure, or departure in cases as specified in Ed 1102.01(f)(1), including, but not limited to:

a. Abuse, including, but not limited to physical and emotional abuse;

b. Cruelty or any act of endangerment;

c. Any sexual act with or from any student; and

d. Harassment as defined by state or federal law or regulations;

(5) Soliciting or encouraging participation in a romantic or sexual relationship, whether written, verbal, or physical, with a student the credential holder knows or should know is a student or prior student up to 10 months after the student’s graduation, departure, or departure in cases as specified in Ed 1102.01(f)(1); and.

(6) Soliciting a student, or a former student up to 10 months after the student’s graduation, departure, or departure in cases as specified in Ed 1102.01(f)(1), to engage in any illegal activity.

Source. #12661, eff 11-9-18 (See Revision Note at part heading for Ed 510)

Ed 510.03 Principle 3-Responsibility to the School Community.

(a) In fulfilling the responsibilities to the school community a credential holder shall communicate responsibly among members of the school community, while maintaining appropriate professional boundaries.

(b) Unprofessional conduct shall include, but not be limited to:

(1) Discrimination against a parent or guardian of a student or other member of the community who is on the school property as specified in RSA 354-A:1;

(2) Accepting or soliciting gratuities, gifts, or favors for personal use or gain where there might be an actual or appearance of a conflict of interest. Gifts of a small amount shall not be deemed a conflict of interest;

(3) Misuse of funds intended for use by the school, to include funds which are collected from parents and students; and

(4) Intentionally altering or misrepresenting student assessments, assessment results, or official school records.

Source. #12661, eff 11-9-18 (See Revision Note at part heading for Ed 510)

Ed 510.04 Principle 4-Responsible and Ethical Use of Technology.

(a) In fulfilling the responsibilities and ethical use of technology a credential holder shall consider the impact of consuming, creating, distributing, and communicating information through the use of any and all types of technology.

(b) Unprofessional conduct shall include, but not be limited to:

(1) Engaging in any activities as specified in Ed 510.02(b)(4)-(7) via electronic media with a student or former student up to 10 months after the student’s graduation, departure, or departure as specified in Ed 1102.01(f)(1); and

(2) Engaging in inappropriate communication with a student or former student up to 10 months after the student’s graduation, departure, or departure as specified in Ed 1102.01(f)(1) via electronic media.

(c) For the purposes of this section, inappropriate communication shall be determined by considering:

(1) The intent, timing, subject matter, and amount of communication; and

(2) Whether:

a. The communication made was covert in nature;

b. The communication could reasonably be interpreted as solicitous, sexually explicit, or romantic in nature; and

c. The communication involved discussion(s) of the physical or sexual attractiveness or the sexual activities or fantasies of either the credential holder or the student.

Source. #12661, eff 11-9-18 (See Revision Note at part heading for Ed 510)

Ed 510.05  Duty to Report.

          (a)  Any credential holder shall report any suspected violation of the code of conduct following the school, school district, or SAU reporting procedures.

          (b)   If a principal has been notified of, or is personally aware that a credential holder might have violated the code of conduct, the principal shall report to the superintendent of the school district or SAU of employment.

          (c)  The superintendent, chief executive officer of a chartered public school or public academy, or headmaster of a nonpublic school, shall report any of the following to the department:

(1)  When a superintendent has knowledge that a credential holder, as defined in Ed 501.02(l), has been arrested and charged with an offense enumerated in RSA 189:13-a, V; and

(2)  When a superintendent has knowledge that a credential holder might have violated the code of conduct.

          (d)  If a credential holder suspects that a superintendent has violated the code of conduct or if a credential holder has made a report or complaint and believes the local reporting procedures have not been followed, the reporting credential holder shall notify the department directly.

          (e)  Credential holders who have reason to suspect that a student has been, or is being, abused or neglected, shall report the same to:

(1)  The credential holder’s immediate supervisor, superintendent, or both; and

(2)  The department of health and human services, pursuant to RSA 169-C:29.

          (f)  If the department has reason to suspect that any violation of the code of conduct was known by a credential holder and not reported as required by (a), (b), or (c) above, the department shall undertake an  investigation, as enumerated in Ed 511.01.

          (g)  The department shall review the report or complaint of possible misconduct in accordance with Ed 511.01.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8194, eff 10-26-04; ss by #10089, eff 2-23-12; ss and renumbered by #12661, eff 11-9-18 (formerly Ed 510.01) (see Revision Note at part heading for Ed 510); ss by #13999, eff 6-14-24; (see Revision Note at chapter heading for Ed 500)

PART Ed 511 INVESTIGATIONS AND DISCIPLINARY PROCEEDINGS

REVISION NOTE:

Document #12661, effective 11-9-18, adopted some new rules, repealed some existing rules, and readopted with amendment, and often renumbered, other existing rules in Chapter Ed 500, especially in Part Ed 510 through Ed 512. The source notes in the existing rules that were readopted with amendment and renumbered, or simply renumbered, by Document #12661 indicate the former rule number.

Document #12661 adopted Ed 510.01 through Ed 510.04 in a new Part Ed 510 titled “Code of Conduct.” Document #12661 also readopted with amendment and renumbered the existing Ed 510.01 as Ed 510.05. The existing Ed 510.05, titled “Voluntary Surrender of a Document”, was repealed.

The prior filings for the former Ed 510.05 included the following documents:

#6349, effective 10-5-96, EXPIRED, 10-5-04

#8194, effective 10-26-04

#10089, effective 2-23-12

Document #12661 also adopted Ed 511.01 titled “Complaints, Cases, and Investigations” in Part Ed 511 titled “Investigations and Disciplinary Proceedings”, which was formerly numbered Part Ed 510 and titled “Proceedings.” Document #12661 readopted with amendment the existing Ed 510.02, Ed 510.03, and Ed 510.04 and renumbered them as, respectively, Ed 511.03, Ed 511.02, and Ed 511.04.

Document #12661 also readopted with amendment and renumbered the existing Ed 508.07, formerly titled “Denial of Initial Application”, as Ed 512.01 titled “Denial of Credential” in Part Ed 512 titled “Denial of Certification”. Part Ed 512 had formerly been numbered as Part Ed 511 and titled “Denial, Suspension, or Revocation for Certified Personnel.” Document #12661 renumbered, but did not readopt, the existing Part Ed 512 and Part Ed 513 as, respectively, Part Ed 513 and Part Ed 514.

Document #12661 repealed the following existing rules in Part Ed 511:

Ed 511.01 Grounds for Denial of License for Educator Certification.

Ed 511.02 Grounds for Suspension or Revocation of Educator’s Certification.

Ed 511.04 Effects of Certificate Surrender.

Ed 511.05 Investigations.

Ed 511.06 Due Process for Denial of Licensure for an Educator or Endorsement or Renewal or Reinstatement.

The prior filings for Ed 511.01 and Ed 511.02 through Ed 511.06 included the following documents:

#2055, effective 6-16-82 #6822, effective 9-1-98

#2714, effective 5-16-84 #7091, effective 9-4-99

#4851, effective 6-25-90, EXPIRED 6-25-96 #8194, effective 10-26-04

#6349, effective 10-5-96 #10089, effective 2-23-12

Ed 511.01  Complaints, Cases, and Investigations.

(a)  All complaints which allege possible educator misconduct or could involve possible educator misconduct shall be reviewed by the department.

          (b)  After the complaint is reviewed, if the department determines that a possible violation of the code of conduct has occurred, the department shall open a case with an assigned number.

          (c)  In reviewing the case, if the department determines by preponderance of the evidence that a violation of the code of conduct has occurred, the case shall become an investigation at which point the credential holder shall be placed under investigation, with the following conditions:

(1)  Credential holders who are placed under investigation shall be notified in writing, via certified mail, that an investigation has been opened, the nature of the allegation, and a summation of the facts within 15 days of the initiation of the investigation;

(2) Once under investigation, a credential holder who surrenders their credential shall be deemed to be revoked;

(3) The credential status of credential holders who are placed under investigation shall be valid, except for credential holders who are subject to immediate suspension pursuant to Ed 511.05; and

(4) A case that has not become an investigation within 90 days shall be closed.

          (d)  The credential holder’s current superintendent shall be notified in writing by the department that an investigation has been opened, and when it is closed, unless the department determines that the notification might compromise the investigation.

(e) Evaluations of complaints, cases, and investigations into allegations of educator misconduct, as defined in the code of conduct, shall not constitute a disciplinary hearing and shall not constitute a finding of misconduct against a credential holder.

          (f)  Investigations shall be conducted by department personnel, except if the department determines that there is a need to contract with an independent investigator or needs to conduct the investigation in cooperation with another state or federal agency.

          (g)  The department shall make every attempt to:

(1)  Obtain any and all documentation which might be relevant to the investigation; and

(2) Interview all individuals who may have relevant information which pertains to the investigation including, but not limited to:

a. Parents or guardians;

b. Students, with permission from the parent or guardian if they are under 18;

c. The credential holder;

d. Administration; and

e. Other educational personnel, to include uncredentialed staff.

          (h)  Once the investigation is complete, the department shall produce a report to inform the credential holder of the findings in one of the following manners:

(1)  The department shall create a report which documents the results of the investigation; or

(2) The department shall adopt the factual basis of the school district’s independent investigative report or law enforcement’s investigative report to fulfill the requirement of this subsection.

(i) If the department adopts the factual basis in (h)(2) above, it shall provide a summary statement to the credential holder informing the individual that it has adopted the factual basis of the independent report, and how those facts substantiate a violation of the code of conduct.

(j)  If the investigation finds that the credential holder did not violate the code of conduct, the credential holder shall be notified in writing and the investigation closed within 15 days of the termination of the investigation.

Source. #12661, eff 11-9-18 (see Revision Note at part heading for Ed 511); ss by #13999, eff 6-14-24 (formerly Ed 511.01(a)-(i)) (see Revision Note at chapter heading for Ed 500)

Ed 511.02 Post Investigation Procedures.

(a) If the investigation supports a finding that the credential holder violated the code of conduct, the department shall issue a written notice to the credential holder containing:

(1) A summation of the findings of the investigation, which may include incorporation of other reports as necessary; and

(2) How they support the proposed sanction, and propose a form of discipline as follows:

a. No discipline warranted;

b. Reprimand, which shall include a provision to petition the reprimand to be removed from the credential holder’s file after a specified period of time;

c.  Suspension;

d. Nonrenewal; or

e.  Revocation.

(b)  The department shall determine the sanctions to be imposed after considering the presence of aggravating or mitigating circumstances as specified in (d) and (e) below.

(c)  The following shall be considered aggravating circumstances:

(1)  The seriousness of the offense;

(2)  The credential holder’s prior disciplinary record;

(3)  Potential risk of harm to children, public health, and safety; and

(4)  The purpose of the rule violated.

(d)  The following shall be considered mitigating circumstances:

(1)  Absence of a prior disciplinary record;

(2)  The credential holder’s acknowledgment of wrongdoing; and

(3)  The purpose of the rule or statute violated.

(e)  If no disciplinary sanction is proposed, the department shall notify the credential holder in writing that there was a finding but no disciplinary sanction, and the investigation shall be closed.

          (f)  Cases and investigations, inclusive of the department’s investigatory reports, school district reports, law enforcement reports, and all other information gathered during the course of reviewing a case and an investigation shall be confidential, with the following exceptions:

(1)  The report shall be made available to the credential holder and their attorney in any adjudicatory proceedings resulting from this section; and

(2)  If the department determines it is appropriate after consultation with the AG’s office, the department shall provide information gathered in the disciplinary investigation to the following:

a.  Pursuant to a subpoena or warrant from a law enforcement agency when the agency is conducting a criminal investigation of the credential holder;

b. The state board if the matter is appealed to the state board; and

c.  A certifying agency of another jurisdiction for:

1.  Purposes of certification of the credential holder in the other jurisdiction; or

2.  An investigation of the credential holder by the other jurisdiction when:

(i)  The credential holder was the subject of an investigation under Ed 511; or

(ii)  Disciplinary action was taken against the credential holder by the board pursuant to Ed 511.

Source. #12661, eff 11-9-18 (see Revision Note at part heading for Ed 511); ss by #13999, eff 6-14-24 (formerly Ed 511.01(j)-(o)) (see Revision Note at chapter heading for Ed 500)

Ed 511.03  Reprimand, Suspension, Nonrenewal, or Revocation.

(a)  At any time, the credential holder and the department may agree to a proposed disciplinary finding in which case no disciplinary hearing shall be held. 

(b) The credential holder and the department shall reduce their agreement to a writing which sets out the terms of the discipline and the section of the code of conduct relevant to the discipline.

(c) The credential holder shall receive a copy of the agreement in (b) above, and a copy shall be placed in the credential holder’s electronic credentialing file at the department once signed.

(d) The department shall notify the credential holder’s superintendent of the discipline that was imposed.

(e)  Any credential holder whose credential is revoked, nonrenewed due to disciplinary reasons, or who voluntarily agrees to a revocation shall be prohibited from applying or reapplying for any other credential issued by the state board.

(f) Any suspension or revocation shall be included in the department’s “revoked or suspended educator list,” which is available on the department’s website and provided to school districts.

(g) Any suspension, nonrenewal due to disciplinary reasons, or revocation shall be entered into the National Association of State Director of Teacher Education and Certification (NASDTEC).

(h) Once the suspension period has been served, the credential holder’s name shall be removed from the “revoked or suspended educator list,” but the record of said suspension shall remain in the credential holder’s electronic credentialing file at the department.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96; ss by #6822, eff 9-1-98; ss by #8194, eff 10-26-04; ss by #10089, eff 2-23-12; ss and renumbered by #12661, eff 11-9-18 (formerly Ed 510.03) (see Revision Note at part heading for Ed 511); ss by #13999, eff 6-14-24 (formerly Ed 511.02) (see Revision Note at chapter heading for Ed 500)

Ed 511.04  Disciplinary Hearings.

(a) A credential holder shall have 15 days from the receipt of the written proposed discipline to do one of the following:

(1) Accept the proposed discipline by signing and returning to the department the proposed discipline letter; or

(2) If the credential holder does not agree with the proposed disciplinary finding, request in writing to the department an adjudicatory hearing, which shall commence pursuant to Ed 200.

(b) If after 15 days the credential holder has not completed one of the actions in (a) above, the department shall impose the proposed discipline.

(c) The credential holder may file for an appeal pursuant to Ed 213.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED: 6-25-96

New. #6349, eff 10-5-96; EXPIRED: 10-5-04

New. #8194, eff 10-26-04; ss by #10089, eff 2-23-12; ss and renumbered by #12661, eff 11-9-18 (formerly Ed 510.02) (see Revision Note at part heading for Ed 511); ss by #13999, eff 6-14-24 (formerly Ed 511.03) (see Revision Note at chapter heading for Ed 500)

Ed 511.05  Status of a Credential Pending Completion of Disciplinary Proceeding.

(a)  When the department receives information indicating that a credential holder has been arrested for one of the offenses enumerated in RSA 189:13-a, V, the credential holder’s credential and any and all endorsements shall, be immediately suspended pursuant to RSA 541-A:30, III, unless the commissioner determines otherwise after reviewing the considerations enumerated in Ed 511.02(c)-(d).

(b)  The department shall notify the credential holder and the employing school district that the credential holder’s credential has been suspended pending an investigation by the department.

(c)  An adjudicatory hearing shall commence within 10 working days after the suspension of the credential in accordance with RSA 541-A:30, III, unless expressly waived by the credential holder.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8194, eff 10-26-04; ss by #10089, eff 2-23-12; ss and renumbered by #12661, eff 11-9-18 (see Revision Note at part heading for Ed 511); ss by #13999, eff 6-14-24 (formerly Ed 511.04) (see Revision Note at chapter heading for Ed 500)

 Ed 511.06  Grounds for Reinstatement After Suspension. A credential which has been suspended shall be reinstated if:

(a)  The period of the suspension has passed and any and all terms and conditions regarding possible reinstatement have been satisfied; or

(b) A credential holder whose credential has been suspended demonstrates by clear and convincing evidence that the credential holder has corrected the deficiencies or conduct which led to the original suspension.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96; ss by #6822, eff 9-1-98; ss by #8194, eff 10-26-04; ss by #10089, eff 2-23-12; ss and renumbered by #12661, eff 11-9-18 (see Revision Note at part heading for Ed 511); ss by #13999, eff 6-14-24 (formerly Ed 511.04) (see Revision Note at chapter heading for Ed 500

Ed 511.07 Request for Early Reinstatement.

(a) A credential holder who seeks early reinstatement of their teaching credential, prior to the terms of the imposed discipline, shall submit a written request to the state board for review, with consideration for such a request occurring at the next regularly scheduled meeting. The credential holder may appear in front of the state board in support of their request.

(b) Such written request shall include evidence that the credential holder has corrected the deficiencies or conduct which led to the original disciplinary action.

(c) The state board’s determination shall be subject to the appeal process for state board decisions pursuant to Ed 200.

Source. #13999, eff 6-14-24 (see Revision Note at chapter heading for Ed 500)

PART Ed 512 DENIAL OF CERTIFICATION

REVISION NOTE:

Document #12661, effective 11-9-18, adopted some new rules, repealed some existing rules, and readopted with amendment, and often renumbered, other existing rules in Chapter Ed 500, especially in Part Ed 510 through Part Ed 512. The source notes in the existing rules that were readopted with amendment and renumbered, or simply renumbered, by Document #12661 indicate the former rule number. See Revision Notes for Part Ed 510 and Part Ed 511 for explanation of the changes to those rules.

Relative to Part Ed 512, Document #12661 readopted with amendment and renumbered the existing Ed 508.07, formerly titled “Denial of Initial Application”, as Ed 512.01 titled “Denial of Credential” in Part Ed 512 titled “Denial of Certification”. Part Ed 512 had formerly been numbered Part Ed 511 and titled “Denial, Suspension, or Revocation for Certified Personnel.” Document #12661 also renumbered, but did not readopt, the existing Part Ed 512 and Part Ed 513 as, respectively, Part Ed 513 and Part Ed 514.

Ed 512.01 Denial of Credential.

(a) A credential application shall be denied by the state board based on the following grounds:

(1) Failure to meet the conditions for issuance of the license, endorsement, renewal, or reinstatement;

(2) The applicant has been charged pending disposition for, or convicted, of any violation or attempted violation of one of the statutes listed in RSA 189:13-a, V, or has been convicted of any felony in any other state, territory, or country;

(3) The applicant is confirmed to have a finding of abuse as described in RSA 169-C:35;

(4)  The applicant is under investigation for, under suspension for, or has been revoked for a violation of the principles of professional conduct enumerated in Ed 510.01 through Ed 510.04; or

(5)  The applicant is under investigation, under suspension, or has been revoked in any other state, jurisdiction, territory, or country.

(b) An applicant aggrieved by the decision of the department to deny an application may file a petition for reconsideration along with supporting documentation to the director within 20 days after receipt of the denial decision. If the petition for reconsideration is denied, the applicant may appeal the department's decision pursuant to RSA 21-N:11, III, and Ed 200.

Source. #6349, eff 10-5-96, EXPIRED: 10-5-04

New. #8229, eff 12-17-04; ss by #10362, eff 6-15-13; ss and renumbered by #12661, eff 11-9-18 (formerly Ed 508.07) (See Revision Note at part heading for Ed 512); ss by #13103, eff 10-5-20; ss by #13374, INTERIM, eff 4-26-22, EXPIRED: 10-23-22

New. #13562, eff 2-22-23

PART Ed 513 PROFESSIONAL DEVELOPMENT MASTER PLAN AND RENEWAL

Ed 513.01 Basic Requirement. Each school administrative unit, local school district, or participating nonpublic school shall prepare a 5-year master plan in accordance with requirements of this part.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6349, eff 10-5-96; ss by #7045, eff 7-1-01; ss by #8335, eff 4-23-05; ss by #10245, eff 12-21-12; renumbered by #12661 (See Revision Note at part heading for Ed 512); ss by #13103, eff 10-5-20

Ed 513.02 Criteria for State Approval of Local Professional Development Master Plan. The following criteria shall apply to the approval of the master plan:

(a) Each school administrative unit, local school district, or participating nonpublic school shall file with the department the 5-year master plan required by Ed 513.01;

(b) The senior educational official shall establish a local professional development committee which shall include representation of licensed educators including teachers, paraeducators, certified licensed service professionals, and administrators. This committee may include local school board members, parents, or community lay persons;

(c) The local professional development committee shall develop and monitor the master plan according to Ed 513.02(Ed) through (g) under the direction of the senior educational official in accordance with local school board policies, state statutes, and state board rules;

(d) The professional development master plan shall include the following:

(1) The process and procedures for establishment of a local professional development committee;

(2) A statement describing the purpose of the master plan that includes but is not limited to:

a. The educational organization’s definition of professional development that directs continuous professional learning to increase educator effectiveness and improve results for all students;

b. The role of the plan in increasing educator effectiveness and the relationship between professional learning and the local evaluation system;

c. The role of the plan in increasing student learning and academic achievement;

d. The alignment with local, state, and national professional development standards; and

e. The function and role of the plan for license renewal of all educators;

(3) A statement describing the role and function of the local professional development committee which includes, but is not limited to:

a. How the committee will develop, monitor, implement, evaluate, and propose changes to the plan;

b. How the committee will collaborate with other district committees or teams in developing an overarching framework for professional development including, but not limited to:

1. School improvement committees;

2. Local improvement committees; and

3. Leadership teams; and

c. How the committee shall be involved with individual educator license renewal and how appeals of decisions in the local process will be handled;

(4) A description of the needs assessment process that includes a data collection system and how the school or district makes decisions regarding professional development priorities in order to:

a. Identify student learning needs;

b. Determine individual licensed educator goals;

c. Determine educational organization goals;

d Evaluate student learning and licensed educator growth;

e. Measure the effectiveness of an individual professional development plan; and

f. Evaluate the effectiveness of the master professional development plan on an ongoing basis;

(5) Procedures for recommending licensed educators for licensure renewal that provide evidence of each licensed educator’s growth in:

a. Knowledge of content area(s), subject, or field of specialization including requirements of individual endorsement areas in Ed 506, Ed 507, and Ed 508;

b. Pedagogy and knowledge of learners and learning as defined in Ed 610.02 and Ed 505.03;

c. Professional standards as referenced in the local evaluation system; and

d. Effective instructional practices related to school and district goals that increase student achievement as demonstrated by data such as but not limited to:

1. The education improvement and assessment program, RSA 193C:3, III;

2. Portfolios;

3. Analysis of student work;

4. Standardized and other local assessment instruments; and

5. Performance evaluations and portfolios of professional work;

(6) A description of the job-embedded and formal professional development activities that the school or district supports for a comprehensive, sustained, and intensive approach to improving educator effectiveness in raising student achievement such as but not limited to:

a. Observations;

b. Independent study;

c. Study groups and professional learning communities;

d. Action research;

e. Educational peer coaching;

f. Mentoring;

g. Curriculum, instruction, and assessment development;

h. Lesson study;

i. Collegiate or graduate course work; and

j. Workshops, webinars and professional conferences;

(7) How the activities in (6) shall:

a. Be facilitated by school principals, school-based professional development coaches, mentors, master teachers, or other teacher leaders;

b. Engage licensed educators in a continuous cycle of improvement;

c. Foster collective responsibility for improved student performance;

d. Support coherent, sustained, and evidenced-based learning strategies; and

e. Provide coaching or other forms of support to transfer new knowledge and skills to the classroom; and

(8) Describe differentiated processes to address the unique professional learning needs of all credential holders;

(e) The professional development master plan shall comply with state credentialing rules and with federal, state and local laws, rules, and regulations, including the local education improvement plan required in federal grant applications;

(f) The professional development master plan shall include the following processes for developing comprehensive 3-year individual professional development plans that describe how:

(1) Individual plans are developed and goals are determined;

(2) Individual plans and goals are approved;

(3) Individual plans are formatively assessed and summatively evaluated;

(4) Progress is documented and recorded by the district;

(5) Activities and documentation from in-progress plans are accepted and transferred into the school or district including how district requirements are pro-rated for the remainder of the 3 year cycle;

(6) Requirements for endorsements that are added mid-cycle are pro-rated;

(7) Disputes are handled including an appeals process;

(8) Licensed educators reflect on and provide evidence of the impact of professional learning on their own educational practices and on student learning; and

(9) Recommendations for licensure renewal are determined;

(g) The professional development master plan shall allow individuals licensed educators to document and provide evidence that they have met the requirements for licensure renewal as part of the differentiation of professional learning for the unique needs of licensed educators as follows:

(1) For all of the methods, the professional development master plan shall specify how individual licensed educators reflect on and provide evidence of the impact of professional learning on their own educational practices and on student learning and provide evidence that the professional development addresses:

a. Increases in educator learning;

b. Growth in student learning and academic achievement;

c. Content area knowledge and pedagogy;

d. The individual educational organization goal(s); and

e. Professional standards such as those in the local evaluation plan; and

(2) Using any one of the following methods:

a. The development of a body of evidence that documents jobembedded or formal professional development;

b. An accumulation of a minimum of 75 continuing education hours with 30 hours for each endorsement area and 45 hours documenting jobembedded or formal professional development; or

c. A combination of less than 75 continuing education units and evidence that together document job-embedded or formal professional development addressing the school or district improvement goal(s) and content area;

(h) The department shall review each professional development master plan and:

(1) Approve such plan in writing if it meets the requirements of this section; or

(2) Confirm in writing that the plan needs modification and a timeline for completing the required revisions;

(i) If the professional development master plan is amended by the school or district, the amendments shall be made in accordance with this section, as confirmed by the department; and

(j) Representatives of the department shall make an on-site visitation, on an as-needed basis as determined by the department, in order to observe whether the local administration of the master plan adheres to the criteria set forth in this section.

Source. #6349, eff 10-5-96; ss by #7045, eff 7-1-01; ss by #8335, eff 4-23-05; ss by #10245, eff 12-21-12; renumbered by #12661 (See Revision Note at part heading for Ed 512); ss by #13103, eff 10-5-20

Ed 513.03 Individual Professional Development Plan.

(a) Each licensed educator shall develop, in collaboration with a supervisor or the supervisor’s designee, an individual plan as follows:

(1) A licensed educator shall file the individual professional development plan with the educational organization for review and approval according to the criteria in (3) below;

(2) The individual professional development plan shall be developed for a 3-year period consistent with the licensed educator’s endorsement(s) and incorporate one of the 3 options as defined in the local master plan, referenced in Ed 513.02(g)(2);

(3) The individual professional development plan shall include one or more goals for improving student learning and be developed from:

a. The licensed educator’s self-assessment or reflection on competencies referenced in Ed 505.03 and the content area standards referenced in Ed 506, Ed 507, and Ed 508;

b. Analysis of student work;

c. Analysis of student achievement data, if available; and

d. A review of the educational organization master plan needs assessment; and

(4) The individual professional development plan shall outline the licensed educator’s growth in the following:

a. Knowledge of content area(s), subject, or field of specialization, including requirements of individual endorsement(s) in Ed 506, Ed 507, and Ed 508;

b. Pedagogy and knowledge of learners and learning as defined in Ed 505.03;

c. Professional standards as referenced in the local evaluation system; and

d. Effective instructional practices related to educational organization goals that increase student achievement.

(b) Each licensed educator whose license expires in a given year shall provide evidence of their individual plan including reflection. The individual plan shall be summatively evaluated as specified in the local professional development master plan.

(c) Professional development completed after nomination or election pursuant to RSA 189:14-a, shall be counted toward the next 3-year licensure renewal cycle.

(d) A licensed educator who is employed under a master plan and who holds a professional certificate that supports his or her current assignment shall develop an individual professional development plan that supports the educator’s current assignment.

(e) For multiple endorsement areas, the individual professional development plan shall address each endorsement area.

Source. #6349, eff 10-5-96; ss by #7045, eff 7-1-01; ss by #8335, eff 4-23-05; ss by #10245, eff 12-21-12; renumbered by #12661 (See Revision Note at part heading for Ed 512); ss by #13103, eff 10-5-20

Ed 513.04 Criteria for License Renewal of Educators Under the Professional Development Master Plan. The following criteria shall apply for license renewal of educators under the professional development master plan:

(a) The senior educational official shall verify the successful completion of the licensed educator’s individual professional development plan, based on one of the options referenced in Ed 513.02(g)(2);

(b) The individual professional development plan shall address the elements described in Ed 513.03(a)(4); and

(c) Upon recommendation for renewal the licensee shall submit the “Recommended for Renewal Application” form, January 2020, as referenced in Ed 505.07(b)(4), in accordance with the application procedures outlined in Ed 505.09(a)-(d), along with the appropriate fee as outlined in Ed 505.08.

Source. #7045, eff 7-1-01; ss by #8335, eff 4-23-05; ss by #10245, eff 12-21-12; renumbered by #12661 (See Revision Note at part heading for Ed 512); ss by #13103, eff 10-5-20

Ed 513.05 Criteria For License Renewal of Educators Not Under the Local Professional Development Master Plan.

(a) Licensed educators, excluding those enumerated in Ed 513.06 and Ed 513.07, seeking licensure renewal who are not employed by an educational organization under a professional development master plan, shall submit an individual professional development plan developed for a 3-year period, consistent with the licensed educator’s endorsement(s), to the department for review.

(b) The individual professional development plan shall be approved by the department if it meets the following requirements:

(1) An accumulation of a minimum of 75 continuing education hours with 30 hours for each endorsement area and 45 hours aligned with Ed 505.03 or a body of evidence as an alternative to the hours; and

(2) Two or more goals for improving student learning, as developed from the educator’s self-assessment or reflection on competencies referenced in Ed 505.03 and the content area standards referenced in Ed 506, Ed 507, and Ed 508.

Source. #7045, eff 7-1-01; ss by #8335, eff 4-23-05; ss by #10245, eff 12-21-12; renumbered by #12661 (See Revision Note at part heading for Ed 512); ss by #13103, eff 10-5-20

Ed 513.06 Licensed Paraeducators and Educational Interpreter and Transliterators. Requirements for paraeducators and educational interpreter and transliterators licensed under Ed 504.06, Ed 504.07, and Ed 504.11 shall be as follows:

(a) For those licensed paraeducators who are employed by an agency listed in Ed 513.01, a minimum of 50 continuing education units shall be required in areas determined by the local professional development master plan required by this part; and

(b) For those licensed paraeducators who are not employed by an agency listed in Ed 513.01, a minimum of 50 continuing education units of paraeducator growth shall be required.

Source. #7045, eff 7-1-01; ss by #8335, eff 4-23-05; amd by #8667, eff 7-1-06; ss by #10245, eff 12-21-12; renumbered by #12661 (See Revision Note at part heading for Ed 512); ss by #13103, eff 10-5-20

Ed 513.07 School Nurse. In addition to the renewal requirements under Ed 504.08 and Ed 504.09, renewal requirements for school nurse shall be as follows:

(a) For those licensed school nurses who are employed by an agency listed in Ed 513.01, a minimum of 45 school nurse related continuing education units shall be required; and

(b) For those licensed school nurses who are not employed by an agency listed in Ed 513.01, a minimum of 45 school nurse related continuing education units shall be required.

Source. #12418, eff 11-14-17; renumbered by #12661 (See Revision Note at part heading for Ed 512); ss by #13103, eff 10-5-20

APPENDIX I

RULE	SPECIFIC STATE STATUTE THE RULE IMPLEMENTS
Ed 501	RSA 186:8, II; RSA 189:39
Ed 502	RSA 186:11, X(a)
Ed 503.01	RSA 189:39
Ed 503.01(a)	RSA 21-N:9, II(q); RSA 186:8, III
Ed 503.01(b)	RSA 189:39
Ed 503.02	RSA 21-N:9, II(s)
Ed 503.03	RSA 186:11, X(a)
Ed 504.01	RSA 21-N:9, II(s)
Ed 504.02	RSA 21-N:9, II(s)
Ed 504.03	RSA 21-N:9, II(s)
Ed 504.031	RSA 189:14-f
Ed 504.04 - Reserved
Ed 504.05	RSA 21-N:9, II(s)
Ed 504.06	RSA 21-N:9, II(s)
Ed 504.07	RSA 21-N:9, II(s)
Ed 504.08-Ed 504.10	RSA 200:29
Ed 504.11	RSA 21-N:9, II(s); RSA 186-C:2
Ed 504.12	RSA 189:13-a, V-VI; RSA 189:13-b; RSA 189:13-c
Ed 505.01	RSA 21-N:9, II(s)
Ed 505.02 – Ed 505.04	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 505.06	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 505.04	RSA 21-N:9, II(s); RSA 186:11, X(a); RSA 186:8, IV
Ed 505.05 - Ed 505.06	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 505.07	RSA 21-N:9, II(s); RSA 186:11, X(a) and (b)
Ed 505.08	RSA 21-N:9, II(s); RSA 186:11, X(a) and (b); RSA 189:13-b; RSA 189:13-c; RSA 189:14-g; RSA 200:29; RSA 541-A:29; RSA 641:3
Ed 505.09	RSA 186:11, X(a); RSA 541-A:29
Ed 506.01 – Ed 506.03	RSA 186:11, X(a)
Ed 506.04	RSA 21-N:9, II(s)
Ed 506.04(b)	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 506.04(c)	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 506.05	RSA 21-N:9, II(s)
Ed 506.06	RSA 186:11, X(a)
Ed 506.07	RSA 21-N:9, II(s)
Ed 506.07(b)(1)d.	RSA 186-C:2, III; 34 CFR 300.15; CFR 341-350
Ed 506.08	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 506.08(f) intro and (4)	RSA 21-N:9, II(s)
Ed 505.09	RSA 186:11, X(a); RSA 541-A:29
Ed 506.10	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 507.01 - Reserved
Ed 507.02	RSA 186:11, X(a)
Ed 507.03	RSA 186:11, X(a)
Ed 507.04 - Reserved
Ed 507.05	RSA 186:11, X(a)
Ed 507.06 - Reserved
Ed 507.07 - Reserved
Ed 507.08 - Reserved
Ed 507.09	RSA 21-N:9, II(s); RSA 186:8, V
Ed 507.10	RSA 21-N:9, II(s)
Ed 507.11	RSA 21-N:9, II(s); RSA 186:8, V
Ed 507.12 - Reserved
Ed 507.13	RSA 186:11, XXXI; RSA 263:19, I
Ed 507.14 - Reserved
Ed 507.15	RSA 186:11, X(a)
Ed 507.16	RSA 21-N:9, II(s)
Ed 507.16(b)(6)b	RSA 21-N:9, II(s)
Ed 507.17	RSA 186:11, X(a)
Ed 507.18	RSA 21-N:9, II(s)
Ed 507.19 - Reserved
Ed 507.20 - Reserved
Ed 507.21 - Reserved
Ed 507.22 - Reserved
Ed 507.23 - Reserved
Ed 507.24	RSA 186:8, III-IV, RSA 186:11,X(a)
Ed 507.25 - Ed 507.26	RSA 186:8, III- IV, RSA 186:11,X(a), RSA 21-N:9,II(s)
Ed 507.251	RSA 186:8, III- IV, RSA 186:11,X(a)
Ed 507.27	RSA 186:8, III- IV, RSA 186:11,X(a), RSA 21-N:9,II(s)
Ed 507.28 - Ed 507.33	RSA 186:8, III-IV, RSA 186:11,X(a)
Ed 507.34	RSA 186:11, X(a)
Ed 507.35	RSA 21-N:9, II(s)
Ed 507.36 - Reserved
Ed 507.37	RSA 21-N:9, II(s)
Ed 507.38	RSA 186:11, X(a)
Ed 507.39	RSA 21-N:9, II(s)
Ed 507.391	RSA 186:11, X(a)
Ed 507.40	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 507.41	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 507.42	RSA 21-N:9, II(s)
Ed 507.43	RSA 21-N:9, II(s)
Ed 507.44	RSA 21-N:9, II(s)
Ed 507.45	RSA 21-N:9, II(s)
Ed 507.46 – Ed 507.47	RSA 186:11, X(a)
Ed 507.49	RSA 21-N:9, II(s)
Ed 507.50	RSA 186:11, X(a)
Ed 507.50(a)	RSA 186:8, III-IV, RSA 186:11,X(a)
Ed 507.51	RSA 186:8, III-IV, RSA 186:11,X(a)
Ed 507.52	RSA 21-N:9, II(s); RSA 186:11, X
Ed 507.53	RSA 186:8, III-IV, RSA 186:11,X(a)
Ed 507.54	RSA 186:11, X (a); RSA 200-O:2, II; RSA 200-O:4, I
Ed 508.01	RSA 21-N:9, II(s); RSA 186:8, IV-V; RSA 186:11, X(a)
Ed 508.02	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 508.03	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 508.04	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 508.05	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 508.06	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 508.07	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 508.08	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 508.09	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 508.10	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 509.01- Ed 509.02	RSA 200:29, RSA 186:11, X(a)
Ed 509.03	RSA 21-N:9, II(s); RSA 186:11, X(a)
Ed 509.04	RSA 21-N:9, II(s); RSA 186:11, X(b)
Ed 510	RSA 186:11, X(e); RSA 21-N:9, II(cc)
Ed 511	RSA 186:11, X(a); RSA 189:13-a; RSA 189:13-b; RSA 189-13-c; RSA 541-A:30, II-III
Ed 512	RSA 186:11, X(a)
Ed 512.07	RSA 200:29; RSA 21-N:9, II(s)
Ed 513	RSA 186:11, X(a)
Ed 513.06 (introduction and (b)	RSA 21-N:9, II(s)
Ed 513.07	RSA 200:29; RSA 21-N:9, II(s)

APPENDIX II

Rule	Title	Obtain at
Ed 507.14 (b)(2)d	National Association of Social Workers. Code of Ethics, 2008	Available for download online at https://www.socialworkers.org/pubs/code/code.asp?print=1& Purchase online from NASW Press: http://www.naswpress.org/publications/standards/code.html Bulk order: $125.00 for 40 copies. Single copy: $5.00; please call 1-800-227-3590 for ordering individual copies.
Ed 507.14 (b)(2)c	National Association of Social Workers. Standards for School Social Work Services, 2012.	Available for download online at https://www.socialworkers.org/practice/standards/School_Social_Work.asp Purchase online from NASW Press: http://www.naswpress.org/publications/standards/school-services.html Bulk order: $85.00 for 40 copies. Single copy: $4.00; please call 1-800-227-3590 for ordering individual copies.
Ed 507.15 (a)(8)	Joint Committee on National Health Standards. National Health Education Standards/Achieving Excellence, 2^nd ed., 2007.	Available online at Center for Disease Control and Prevention http://www.cdc.gov/healthyyouth/sher/standards/index.htm American Cancer Society Bookstore 250 Williams Street NW Atlanta, Georgia, 30303 Online bookstore: http://www.cancer.org/cancer/bookstore/index Paperback $29.95; ebook $19.99; CD ROM $19.95
Ed 507.19(b)	NASP Principles of Professional Ethics (2010)	Go to: https://www.nasponline.org/standards-and-certification/professional-ethics No cost for PDF document National Association of School Psychologists 4340 East West Highway, Suite 402 Bethesda, MD 20814 Phone: (301) 657-0270 | Toll Free: (866) 331-NASP Cost: Member Price: $48.00; Nonmember Price: $60.00
Ed 507.19(b)(8)	NASP Principles of Professional Ethics (2010)	Go to http://www.nasponline.org/assets/Documents/Standards%20and% 20Certification/Standards/1_%20Ethical%20Principles.pdf No cost for PDF document National Association of School Psychologists 4340 East West Highway, Suite 402 Bethesda, MD 20814 Phone: (301) 657-0270/Toll Free: (866) 331-NASP Cost: Member Price: $48.00; Nonmember Price: $60.00
Ed 507.29(d)(4)a.	National Science Teachers Association’s Position Statement on the Responsible Use of Live Animals and Dissection in the Science Classroom, March 2008	http://www.nsta.org/about/positions/animals.aspx
Ed 507.29(d)(4)b	The Globally Harmonized System for Hazard Communication of 2007	http://www.unece.org/trans/danger/publi/ghs/ghs_rev02/02files_e.html
Ed 507.37(b)(3)b.	American Sign Language Teachers’ Association Area 1 (2014)	Available online at the American Sign Language Teachers’ Association https://aslta.org https://aslta.org/2014/07/aslta-standards-for-teachers-of-american-sign-language/
Ed 507.37(b)(3)c.	Gallaudet University’s ASL Proficiency Interview Diagnostics	Available online at the Galludet University http://www2.gallaudet.edu/ http://www.gallaudet.edu/asldes/aslpi.html
Ed 507.37(c)(1)a.	American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines (2012)	Available online at American Council on the Teaching of Foreign Language https://www.actfl.org https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012
Ed 507.37(c)(1)b.	New Hampshire Guidelines for World Language Learning K-College	Available online at NH Association of World Language Teachers http://nhawlt.org http://nhawlt.org/images/Handouts/nhwlguidelines.pdf
Ed 507.40	34 CFR 300.504, May 2017	https://sites.ed.gov/idea/regs/b/e/300.504 No cost
Ed 507.49 (d)(6)b	2014 National Core Arts Standards in Dance	Available for download online at http://www.nationalartsstandards.org/
Ed 508.01(b)(2)a.(i)	The American School Counselor Association (ASCA) Ethical Standards for School Counselors, revised 2016	https://www.schoolcounselor.org/school-counselors/standards Free
Ed 508.01(b)(2)a.(ii)	ASCA 2019 School Counselor Professional Standards & Competencies	https://www.schoolcounselor.org/school-counselors/standards Free
Ed 508.01(b)(2)a.(iii)	ASCA 2014 Mindsets and Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student	https://www.schoolcounselor.org/school-counselors/standards Free
Ed 508.03(b)(2)c.	National Association of Social Workers (NASW) Code of Ethics (2017)	https://www.socialworkers.org/about/ethics/code-of-ethics/code-of-ethics-english Available for purchase for $6.99
Ed 508.03(b)(2)d.	NASW Standards for School Social Work Services (2012)	https://www.socialworkers.org/LinkClick.aspx?fileticket=1Ze4-9-Os7E%3d&portalid=0 Free
Ed 508.04(b)(1)f.	National Association of School Psychologists Principles for Professional Ethics (2010)	https://www.nasponline.org/standards-and-certification/professional-ethics Free
Ed 504.12(c)(2)a	Criminal History Record Release Form, DSSP382, Effective 10/1/16	https://www.nhsp.dos.nh.gov/resources/documents-and-forms
Ed 504.12(c)(2)b	Contracted School Transportation Providers	New Hampshire Department of Safety, Division of State Police, Central Repository for Criminal Records, 33 Hazen Drive, Concord, NH 03305