Iowa Administrative Code
Agency 282 - EDUCATIONAL EXAMINERS BOARD
Chapter 18 - ISSUANCE OF ADMINISTRATOR LICENSES AND ENDORSEMENTS
Rule 282-18.10 - Superintendent/AEA administrator
Universal Citation: IA Admin Code 282-18.10
Current through Register Vol. 46, No. 19, March 20, 2024
(1) Authorization. The holder of this endorsement is authorized to serve as a superintendent from the prekindergarten level through grade twelve or as an AEA administrator. NOTE: This authorization does not permit general teaching, school service, or administration at any level except that level or area for which the practitioner holds the specific endorsement(s).
(2) Program requirements.
a. Degree-specialist (or its equivalent: A
master's degree plus at least 30 semester hours of planned graduate study in
administration beyond the master's degree).
b. Content. Through completion of a sequence
of courses and experiences which may have been part of, or in addition to, the
degree requirements, candidates who successfully complete a district-level
educational leadership preparation program understand and demonstrate the
capacity to promote the current and future success and well-being of each
student and adult by applying the knowledge, skills, and commitments necessary
to:
(1) Collaboratively lead, design, and
implement a district mission, vision, and process for continuous improvement
that reflects a core set of values and priorities that include data use,
technology, values, equity, diversity, digital citizenship, and community
(District Mission, Vision, and Improvement).
(2) Advocate for ethical decisions and
cultivate professional norms and culture (Ethics and Professional
Norms).
(3) Develop and maintain a
supportive, equitable, culturally responsive, and inclusive district culture
(Equity, Inclusiveness, and Cultural Responsiveness) to include meeting the
needs of all learners, as well as ensuring teachers meet the needs of diverse
learners, including:
1. Students from diverse
ethnic, racial and socioeconomic backgrounds.
2. Students with disabilities, including
preparation in developing and implementing individualized education programs
and behavioral intervention plans, preparation for educating individuals in the
least restrictive environment and identifying that environment, and strategies
that address difficult and violent student behavior and improve academic
engagement and achievement.
3.
Students who are struggling with literacy, including those with
dyslexia.
4. Students who are
gifted and talented.
5. English
language learners.
6. Students who
may be at risk of not succeeding in school. This preparation will include
classroom management addressing high-risk behaviors including, but not limited
to, behaviors related to substance abuse.
(4) Evaluate, design, cultivate, and
implement coherent systems of curriculum, instruction, data systems, supports,
assessment, and instructional leadership (Learning and Instruction).
(5) Understand and engage families,
communities, and other constituents in the work of schools and the district and
to advocate for district, student, and community needs (Community and External
Leadership).
(6) Develop, monitor,
evaluate, and manage data-informed and equitable district systems for
operations, resources, technology, and human capital management, including
instructional and noninstructional district support services (Operations and
Management).
(7) Cultivate
relationships, lead collaborative decision making and governance, and represent
and advocate for district needs in broader policy conversations (Policy,
Governance, and Advocacy).
(8)
Successfully complete an internship under the supervision of knowledgeable,
expert practitioners that engages candidates in multiple and diverse district
settings and provides candidates with coherent, authentic, and sustained
opportunities to synthesize and apply the knowledge and skills identified in
this section in ways that approximate the full range of responsibilities
required of district-level leaders and enable them to promote the current and
future success and well-being of each student and adult in their
district.
(3) Administrative experience. The applicant must meet one of the following:
a. The applicant must have had
three years of experience as a building principal while holding a valid
license.
b. The applicant must have
three years of administrative experience in any of the following areas: PK-12
regional education agency administrative experience, PK-12 state department of
education administrative experience, PK-12 educational licensing board
administrative experience or PK-12 building/district administrative experience
while holding a valid Iowa administrator license.
c. The applicant must have six years of
teaching and administrative experience, provided that at least two years are
teaching experience and one year is administrative experience, all while
holding a valid license.
Disclaimer: These regulations may not be the most recent version. Iowa may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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