Current through Register Vol. 48, No. 38, September 20, 2024
a) The
program shall be jointly established by one or more institutions or
not-for-profit entities in partnership with one or more public school districts
and in consultation with one or more professional organizations that represent
school administrators, school boards, chief school business officials, or
regional superintendents of education.
b) The responsibility and roles of each
partner in the design, implementation, and administration of the program shall
be set forth in a written agreement signed by each partner. The written
agreement shall address at least the following:
1) the process and responsibilities of each
partner for the selection and assessment of candidates;
2) the establishment of the internship and
any field experiences, and the specific roles of each partner in providing
those experiences, as applicable;
3) the development and implementation of a
training program for internship supervisors and faculty supervisors that
supports candidates' progress during their internships in participating in and
demonstrating leadership;
4) names
and locations of non-partnering school districts where the internship and any
field experiences may occur, including the roles and responsibilities of the
participating districts and the provider; and
5) the process to evaluate the program at
least annually, including the partnership, and the role of each partner in
making improvements based on the results of the evaluation.
c) Each program shall meet the
National Educational Leadership Program Standards: 2018 NELP District Level
Standards published by the National Policy Board for Educational
Administration, 1615 Duke Street, Alexandria VA 22314-3483 and posted at
https://www.npbea.org/nelp. No
later amendments to or editions of these standards are incorporated by this
Part.
d) Each program shall offer
curricula that address student learning, school improvement, and system
management and focus on:
1) support of
rigorous standards for all students (e.g., students with disabilities, English
learners, gifted students, students in early childhood programs) and
high-quality accountability systems that promote increasing student achievement
and improving results;
2) the
efficient use of district or school resources (e.g., human, fiscal,
technological) and the importance of maintaining a safe, healthy, and
productive environment;
3)
understanding the knowledge, skills, and responsibilities of high-quality
professional staff; and
4)
collaborative relationships with all members of the school community (e.g.,
parents, school board members, local school councils or other governing
councils, community partners).
