Nebraska Administrative Code
Topic - EDUCATION, DEPARTMENT OF
Title 92 - NEBRASKA DEPARTMENT OF EDUCATION
Chapter 24 - CERTIFICATE ENDORSEMENTS
Section 92-24-005.03 - Superintendent

Universal Citation: 92 NE Admin Rules and Regs ch 24 ยง 005-03

Current through March 20, 2024

005.03A Grade Levels: Pre-kindergarten through grade 12.

005.03B Endorsement Type: Field/Administrative.

005.03C Persons with this endorsement may serve in all general administrative and supervisory capacities in Nebraska schools as superintendent, principal, or other administrative roles at all levels.

005.03D Certification Endorsement Requirements: This endorsement requires a minimum of 60 graduate semester hours (beyond the baccalaureate degree) in an educational administration, completion of a specialist or doctoral degree in an education administration program developed for the preparation of a superintendent, and a one-semester practicum in an approved or accredited school system.

005.03D1 The applicant for this endorsement must have a valid regular teaching certificate or an administrative and supervisory certificate (Principal, Curriculum Supervisor) and at least 2 years of teaching experience.

005.03E Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course completion requirements which the institution utilizes to grant credit toward completion of this endorsement.

005.03E1 The applicant shall be admitted to the program of studies leading to this endorsement following a screening process which shall include (1) a review of transcripts, (2) three letters of recommendation from people who know of the candidates work, (3) successful completion of a qualifying examination as identified by the standard institution, and (4) a written statement from the candidate outlining her/his goals for seeking a superintendency.

THE FOLLOWING ARE RECOMMENDED GUIDELINES FOR INCLUSION AS PART OF THE INSTITUTION'S PLAN UNDER THIS ENDORSEMENT.

Through the courses identified in its plan, the institution should prepare prospective superintendents to:

A. Facilitate the development, articulation, implementation and stewardship of a vision of learning in a collaborative manner with the school community, including being able to:
1. Facilitate the development of a shared vision that focuses on teaching and learning;

2. Facilitate the development and implementation of a strategic plan that focuses on teaching and learning;

3. Use motivational theory to create conditions that motivate staff, students, and families to achieve the school's vision;

4. Frame, analyze, and resolve problems using appropriate problem solving techniques and decision making skills;

5. Initiate, manage, and evaluate the change process;

6. Identify and critique several theories of leadership and their application to various school environments; and,

7. Demonstrate knowledge of major historical, philosophical, ethical, social and economic influences affecting education in a democratic society.

B. Utilize information, frame problems, and exercise ethical leadership processes to achieve goals, including being able to:
1. Demonstrate a professional code of ethics and values;

2. Conduct needs assessment by collecting information on the students; on staff and the school environment; on family and community values, expectations and priorities;

3. Use qualitative and quantitative data to:
a. Make informed decisions,

b. Plan and assess school programs,

c. Design accountability systems,

d. Plan for school improvement, and

e. Develop and conduct research;

4. Engage staff in an ongoing study of current best practices and relevant research and demographic data, and analyze their implications for school improvement;

5. Describe national and global conditions affecting schools and their impact on a local district; and,

6. Analyze and interpret educational data, issues, and trends; and outline possible actions and implications for boards, committees, and other groups.

C. Demonstrate an understanding of and be able to apply principles of curriculum, instruction, supervision, and the learning environment, including being able to:
1. Create with principals, teachers, parents and students a positive school culture that promotes the highest student achievement in a pluralistic society;

2. Develop collaboratively a learning organization that supports instructional improvements, builds and appropriate curriculum, and incorporates best practice;

3. Base curricular decisions on research, applied theory, informed practice, the recommendations of learned societies, and state and federal policies and mandates;

4. Facilitate curriculum design which promotes learning for all students with consideration for philosophical, sociological, and historical foundations, democratic values, and the community's values, goals, social needs and changing conditions;

5. Facilitate alignment of content standards with curricular and instructional goals and desired objectives and desired outcomes when developing scope, sequence, and balance;

6. Develop with others curriculum and instruction appropriate for varied teaching and learning styles and specific student needs;

7. Utilize a variety of supervisory models to improve teaching and learning;

8. Use effective staffing patterns, student grouping plans, class scheduling, school organizational structures, and facilities design processes, to support various teaching strategies and desired student outcomes; and,

9. Assess student progress using a variety of appropriate techniques.

D. Demonstrate an understanding of and be able to apply principles of professional development and human resource management, including being able to:
1. Work with faculty, staff, students, and other constituencies from all cultural and ethnic groups to identify needs for professional development; to organize, facilitate, and evaluate professional development programs; to integrate district and school priorities; to build faculty as resource persons; and to ensure that professional development activities focus on improving student achievement;

2. Apply adult learning strategies to professional development, focusing on authentic problems and tasks, and utilizing mentoring, coaching, conferencing and other techniques to ensure that knowledge and skills are effective;

3. Apply effective job analysis procedures, supervisory techniques and performance appraisal for instructional and support staff;

4. Formulate and implement a personal professional development plan, endorsing the value of career-long growth, and utilizing a variety of resources for continuing professional development;

5. Identify and apply equitable policies, criteria and processes for the recruitment, selection, induction, retention, compensation and separation of personnel, with attention to diversity; and,

6. Negotiate and manage effectively collective bargaining or written agreements.

E. Demonstrate an understanding of and be able to apply principles of student personnel services, including being able to:
1. Apply the principles of student growth and development to the teaching and learning environment and the educational program;

2. Develop with the guidance and teaching staff a full program of student services;

3. Develop and administer policies that promote student health and services in a safe and secure environment, including being able to:
a. Describe the characteristics of schools that are safe and responsive to all children,

b. Describe early warning signs of potential violence to staff and others,

c. Describe principles of intervention for troubled students, staff, and other adults,

d. Develop and administer school wide policies that support responsible behavior,

e. Develop violence prevention and response plans,

f. Analyze the principles underlying a crisis response plan,

g. Develop a comprehensive approach to preventing injuries and accidents, and

h. Develop policies for the development, implementation,and evaluation of school safety/security plans;

4. Recognize student and family conditions affecting learning by collaborating with community agencies to integrate services for students from diverse cultural and ethnic groups; and,

5. Plan and manage student activity programs working with staff, students, families, and community to foster student development.

F. Demonstrate an understanding of and be able to apply the principles of organizational leadership, including being able to:
1. Establish operational plans and processes to accomplish strategic goals;

2. Analyze schools as interactive internal systems operating within external environments;

3. Monitor and evaluate progress towards strategic goal attainment and adjust as necessary;

4. Use appropriate interpersonal skills;

5. Use appropriate written, verbal, and nonverbal communication in a variety of situations;

6. Demonstrate and promote multi-cultural awareness, gender sensitivity, and racial and ethnic appreciation;

7. Apply counseling, mentoring, stress management, and conflict management skills;

8. Identify and analyze the major sources of fiscal and non-fiscal resources for schools and school districts;

9. Acquire, manage, and allocate fiscal and non-fiscal resources;

10. Develop an efficient budget planning process that is driven by district priorities and involves staff and community;

11. Perform financial management functions including planning, monitoring, and accounting;

12. Use technological information systems to enrich curriculum and instruction;

13. Use and evaluate current technologies for school administrative procedures; and,

14. Develop, implement, and monitor long range plans for district technology systems.

G. Demonstrate an understanding of and be able to apply the principles of political and community leadership, including being able to:
1. Analyze community and district power structures, and identify major opinion leaders and their relationship to school goals and programs;

2. Articulate the district's or school's vision, mission and priorities to the community and media, and build community support for district or school priorities and programs;

3. Communicate and act effectively and equitably with various cultural, ethnic, racial, and special interest groups in the community;

4. Involve family and community in appropriate policy development, program planning, and assessment processes to ensure the school and community serve one another as resources;

5. Develop an effective and interactive staff communications plan and community relations program;

6. Apply knowledge of federal and state constitutional, statutory and regulatory provisions and judicial decisions governing education;

7. Apply knowledge of common law and contractual requirements and procedures in an educational setting;

8. Define and relate the general characteristics of internal and external political systems as they apply to school settings;

9. Describe the processes by which federal, state, district, and school-site policies are formulated, enacted, implemented and evaluated, and develop strategies for influencing policy development;

10. Relate public policy initiatives to student welfare;

11. Make decisions based on the moral and ethical implications of policy options and political strategies;

12. Analyze the major intellectual, social, political, and economic trends and their impact on school contexts; and,

13. Develop appropriate procedures and relationships for working with local governing boards.

Disclaimer: These regulations may not be the most recent version. Nebraska 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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