Current through Register Vol. 50, No. 9, March 1, 2024
RELATES TO:
KRS
161.028,
161.030,
161.048,
161.049
NECESSITY, FUNCTION, AND CONFORMITY:
KRS
161.048 and
KRS
161.049 requires the Education Professional
Standards Board (EPSB) to promulgate administrative regulations establishing
standards and procedures for local district training programs and the approval
for these programs. This administrative regulation establishes the required
elements of a local district training program, outlines the training and
responsibilities required of the professional support team, and establishes the
training that a candidate for alternative certification shall be provided. In
addition, this administrative regulation establishes the process for evaluation
of the candidate and evaluation of the district training program.
Section 1. The district training program, as
defined in
KRS
161.048 and
161.049,
is an alternative certification program to prepare a candidate for initial
teacher certification at any grade level. Except for the preparation of
teachers of exceptional children, a local district or a group of districts may
seek approval to offer the district training program in all instructional
fields including interdisciplinary early childhood education.
Section 2. District Plan.
(1) The local school district or group of
districts shall submit a plan for the alternative training program for approval
by the EPSB, to include the following:
(a)
Written evidence that the district has sought joint sponsorship of the program
with an accredited college or university.
(b) The names of a four (4) member
professional support team for each candidate, as described in Section 4 of this
administrative regulation.
(c) The
names and qualifications of personnel in addition to the four (4) member
professional support team, if any, who will provide formal instruction as
described in Section 5 of this administrative regulation.
(d) The training program for the support
team, as described in Section 6 of this administrative regulation.
(e) The professional development plan for
each candidate, as described in Section 5 of this administrative
regulation.
(f) The name, title,
address, and telephone number of the program director.
(g) The roles and expectations for the
professional support team during the eight (8) week training and the two (2)
subsequent eighteen (18) week training sessions.
(2) The proposed district training program
plan shall be submitted to the EPSB for review by staff.
(a) Staff shall review the district training
program plan in terms of the following criteria:
1. Compliance of the proposed program with
the requirements and standards set forth in
KRS
161.048,
KRS
161.049, and this administrative regulation;
and
2. Qualifications of program
staff in the areas of instruction and supervision for which they have
responsibility, including the qualifications described in Section 6 of this
administrative regulation.
(b) The district training program plan shall
provide evidence to the satisfaction of the EPSB in support of the criteria
listed above and staff shall recommend acceptance or denial of the plan to the
EPSB, which shall include supporting rationale for the
recommendation.
(c) The EPSB shall
review the staff recommendations, shall approve or deny each plan, and shall
transmit the decision and rationale for the decision to the district.
(d) The district may revise and resubmit a
plan that has been denied. Any approval granted by the EPSB shall specify the
period of approval of the district training program, which shall not exceed
seven (7) years. Districts may apply for an extension of approval as outlined
in Section 11 of this administrative regulation.
(3) The district shall offer employment,
pursuant to
KRS
161.048(3)(d), to a
candidate seeking certification only after the district plan for an alternative
training program has been approved by the EPSB.
(4) For each candidate seeking certification
through an approved district training program, the district shall maintain a
file, either in hardcopy format or electronic format, which shall be made
available to the EPSB upon request and shall contain:
(a) Evidence of a criminal background check
and clear C/AN check in compliance with
KRS
160.380(4);
(b) Identification of the school, or an
accurate description of another location including the reasons for selecting a
non-school site, in which the candidate shall be trained during the first eight
(8) weeks of training;
(c)
Identification of the school, or an accurate description of another location
including the reasons for selecting a non-school site, in which the candidate
shall teach and be trained during the two (2) subsequent eighteen (18) week
periods of training;
(d) A proposed
list of grade levels and classes the candidate will teach;
(e) The proposed daily workload and schedule
of the candidate for each phase of the training; and
(f) The names and titles of the members of
the four (4) person professional support team, including evidence that each
member has successfully completed training and testing for participation in the
Kentucky teacher internship program.
Section 3.
(1) Candidates. An eligible candidate who
meets the requirements of
KRS
161.048(3)(a)-(d) and
16
KAR 2:010, Section 3(1), shall be issued a one (1)
year provisional teaching certificate to participate in the district training
program.
(2) The candidate shall
apply to the EPSB and provide:
(a) Official
transcripts of all college work undertaken by the candidate establishing proof
of a bachelor's degree or graduate degree and grade point average;
(b) Proof of a passing score on the academic
content assessment, as established in
16 KAR
6:010, in the area in which certification is being
sought;
(c) Documentation of the
candidate's employment history, including a position description that shows a
direct connection to the academic content area for which certification is being
sought; and
(d) Written evidence of
an offer of employment by a school district with an approved district training
program.
(3) A candidate
shall be issued a one (1) year provisional teaching certificate prior to
participation in the district training program.
Section 4. Professional Development Plan for
a Candidate. A professional development plan to assist each candidate in
achieving a recommendation for approval shall be created and maintained by the
local school district as follows:
(1) The
four (4) member professional support team and the candidate, or a small cohort
of candidates, shall meet before the candidate begins Phase l training to be
oriented to the district training program and to the responsibilities and
expectations for each team member and the candidate.
(2) The professional support team shall adopt
an individual professional development plan for the candidate that addresses
all phases of the training.
(3) The
candidate's professional development plan shall be maintained by the district
and shall be made available to the EPSB on request.
Section 5. Professional Support Team. Each
member of the professional support team shall provide to the district
documented evidence that he or she possesses knowledge and skills in field and
clinical supervision, mentoring, conferencing, student assessment, evaluation
of curricula and teaching skills, and dealing with a variety of students.
Documentation of these competencies shall be maintained by the district and
made available to EPSB upon request. A four (4) member professional support
team shall be identified by the local school district for each candidate
seeking certification through the district training program as follows:
(1) School principal. The principal of a
school in the district where the candidate will be employed shall chair the
professional support team. He or she shall keep records of the following:
(a) All informal visits and
critiques;
(b) All formal visits
and evaluations; and
(c) Documented
changes made in the candidate's professional development plan. At regular
intervals, the chair shall convene the professional support team in order to
discuss with the candidate his or her professional progress and appropriate
modifications in the professional development plan.
(2) Experienced teacher. The teacher shall
hold current certification valid for the grade range and subject area or a
related subject area for which the candidate is seeking certification. The
teacher shall hold Rank I or II, and shall have at least four (4) years of
fulltime teaching experience. At least one (1) year of the prior teaching
experience shall be in the district that has employed the candidate.
(3) Instructional supervisor. The
instructional supervisor shall hold a valid Kentucky certificate for
supervision of instruction and shall have at least one (1) year of prior
experience in the district that has employed the candidate. If an instructional
supervisor is not available, the district shall assign a person who has held
the full-time position of supervisor of instruction for at least one (1) year
within the prior three (3) years and who holds a valid Kentucky certificate for
supervision of instruction.
(4)
College or university faculty member. The faculty member shall be a faculty
member of an EPSB accredited college or university whose academic field is the
same as or is closely related to the field in which the candidate is seeking
certification. If a faculty member is not available, the district shall assign
a person approved by an EPSB accredited college or university who has held the
position of college faculty member within the prior three (3) years.
Section 6. District Training Plan
Framework. A three (3) phase training program for each candidate, as
established in
KRS
161.049, shall occur to ensure implementation
of the candidate's professional development plan and a minimum of 250 hours of
formal instruction. Formal instruction shall be for the purpose of ensuring
that the candidate acquires the competencies established in
16 KAR
1:010 and shall relate directly to the candidate's
professional development plan. Formal instruction shall include:
(1) Phase l training. Phase l shall include a
full-time seminar and practicum of no less than eight (8) weeks' duration prior
to the time the candidate assumes responsibility for a classroom and shall
comply with the following:
(a) The district
training program shall include an introduction to basic teaching skills through
supervised teaching experiences with students.
(b) The district shall provide a formal
orientation to the policies, organization, and curriculum of the employing
district.
(c) During the last week
of Phase l training, evaluations shall be performed or supervised by one (1) or
more members of the professional support team, which shall include written
tests of the required competency areas pursuant to this Section.
(d) The candidate's understanding in the
areas of formal instruction and the candidate's performance in the competency
areas established in the designated sections of
16 KAR
6:010 shall be evaluated, along with the candidate's
understanding of policies, organization, and curriculum of the employing school
district.
(e) Evaluation results in
written form shall be shared with all members of the professional support team
and shall be used to modify and improve the candidate's professional
development plan. The revised professional development plan shall be discussed
with the candidate and maintained by the district.
(2) Phase 2 training. Phase 2 shall include
eighteen (18) weeks of formal instruction, informal observations, and critiques
of the candidate during which time the candidate shall have responsibility for
one-half (1/2) time classroom assignment. Formal instruction, informal
observations, critiques, and evaluations shall relate directly to the
candidates' professional development plan and to the competencies established
in
16 KAR
1:010. Phase 2 training shall comply with the
following:
(a) Prior to or during the first
week of Phase 2 training the team shall discuss with the candidate the purpose
and expectations of informal observations, critiques, formal observations, and
evaluations, as defined in Sections 7 and 8 of this administrative
regulation.
(b) Informal
observation and critique. The candidate shall be visited, informally observed,
and critiqued at least one (1) time per week by one (1) or more members of the
professional support team.
(c)
Formal observation. Each team member shall schedule a formal observation of the
candidate at least one (1) time during the first five (5) weeks, one (1) time
during the second five (5) weeks, and one (1) time during the last eight (8)
weeks.
(d) Formal evaluation. The
team shall meet to formally evaluate the candidate at the end of five (5)
weeks, at the end of ten (10) weeks, and at the end of eighteen (18) weeks.
After each formal evaluation, the team shall meet with the candidate to discuss
evaluation results that may lead to modifications of the candidate's
professional development plan.
(3) Phase 3 training. Phase 3 training shall
include eighteen (18) weeks of formal instruction, informal visits, and
critiques, and at least two (2) formal observations and evaluations during
which time the candidate may have full-time classroom assignment. Phase 3
training shall comply with the following:
(a)
Each member of the professional support team shall informally visit and
critique the candidate at least one (1) time per month. Each informal
observation shall last no less than one (1) full class period.
(b) The candidate shall spend at least one
(1) class period per week observing an experienced teacher. Teachers selected
for observation shall represent a variety of classroom subjects and levels, and
shall be chosen for their ability to demonstrate a variety of exemplary
teaching techniques and strategies.
(c) Each member of the professional support
team shall formally observe and evaluate the candidate at least two (2) times
during Phase 3. No more than two (2) months shall pass without a formal
observation.
(d) The candidate
shall take the pedagogy assessment no earlier than the Phase 3 training period.
The score required of the candidate is established in
16 KAR
6:010. The professional support team shall not
recommend approval for a candidate until a passing score is achieved.
Section 7. Informal
Observation and Critique.
(1) During an
informal observation visit, each team member shall record observations
regarding the candidate's performance in relation to the standards identified
in
16 KAR
1:010 and the performance of students in the
classroom. Each informal observation leading to a critique shall be no less
than twenty (20) minutes. Visits for informal observations shall be scheduled
and unscheduled, and over the period of eighteen (18) weeks shall cover the
range of times and activities for which the candidate is responsible for the
classroom.
(2) At a critiquing
session following an informal observation, results and feedback shall be shared
with the candidate. The critique shall occur as soon as possible after the
observation in order to assist the candidate to improve his or her classroom
performance and the performance of his or her students.
Section 8. Formal Observation and Evaluation.
(1) Formal observations shall be scheduled in
advance with the candidate and shall last no less than one (1) class
period.
(2) As a part of the formal
evaluation, team members shall review the candidate's progress as recorded on
observation instruments, notes, and other documents relating to the candidate's
classroom performance.
(3) Each
formal evaluation shall consist of the team's written assessment of the
candidate's performance as measured through formal and informal
observations.
(4) Following each
set of formal evaluations, the team shall meet with the candidate to discuss
evaluation results, which may lead to modification of the candidate's
professional development plan. The team and the candidate shall plan together
for the candidate's professional growth over the following training
periods.
Section 9.
Evaluation Report of the Candidate.
(1) At
the conclusion of the district training program for each candidate, the chair
of the professional support team shall prepare a comprehensive evaluation
report on the candidate's performance. The professional support team shall by
majority vote recommend one (1) of the following actions to the EPSB:
(a) Approved. The professional support team
recommends issuance of the teaching certificate for the candidate.
(b) Insufficient. The professional support
team recommends that the candidate be allowed to seek reentry into a district
training program. The team shall identify areas of insufficiency and shall
attach to the recommendation a suggestion for remediation in each area. The
team shall also recommend a point of reentry to a district training program. A
provisional certificate shall be reissued for a second year if the candidate is
employed by a district for participation in its approved training programs for
a subsequent year.
(c) Disapproved.
The professional support team recommends that the candidate not be permitted to
enter a district training program. The team shall identify specific reasons for
this recommendation and shall document the evidence used by the team to reach
its decision. Reasons for the recommendation shall be submitted with the
recommendation form, and shall be directly related to one (1) or more of the
areas of formal instruction, testing, and classroom performance specified in
Sections 5, 7, and 8 of this administrative regulation.
(2) If team members cannot reach a majority
agreement concerning a recommendation under this section, the recommendation
shall be submitted as insufficient. The team shall provide a statement in the
evaluation report addressing the dispute among team members about the
recommendation.
(3) The chair shall
forward the recommendation form and all observation and evaluation documents to
the EPSB.
Section 10.
District Training Program Evaluation.
(1) The
district or group of districts plan for a district training program shall
include a schedule for short-range program evaluation to include an evaluation
of the effectiveness of the formal instruction in relation to acquisition by
the candidate of the knowledge and competencies specified in
16 KAR
1:010, the supervised teaching, the assistance
provided by the professional support team, and the effectiveness of the
candidate in the classroom during the two (2) eighteen (18) week training
sessions.
(2) The plan shall
include a schedule for long-range program evaluation to include the goals of
the alternative preparation program and the effectiveness of the program in
meeting these goals.
(3) The board
may conduct on-site evaluations of any approved district training program to
evaluate the quality of the programs. If in the judgment of the board a
district training program exhibits continuing weaknesses, the board may direct
termination of the program at the end of the current school year.
Section 11. Continuance of Program
Approval.
(1) A district or group of
districts may apply for continuance of an approved district training program
for an additional period of time not to exceed seven (7) years. The request for
continuance shall reference program evaluation results described under Section
10 of this administrative regulation, and shall specify significant changes in
program components that have occurred since the training program received prior
board approval and that are planned for implementation in subsequent training
periods.
(2) The request for
continuance shall provide specific examples of demonstrating program quality.
The request for continuance shall set forth statistical information related to
teacher retention for all prior candidates who have completed the training
program. Standards for program approval and program quality specified under
Sections 2 through 10 of this administrative regulation shall be maintained
under any program extension.
STATUTORY AUTHORITY:
KRS
161.028,
161.030,
161.048,
161.049