Virginia Administrative Code
Title 8 - EDUCATION
Agency 20 - STATE BOARD OF EDUCATION
Chapter 23 - LICENSURE REGULATIONS FOR SCHOOL PERSONNEL
Part VI - Licensure Regulations Governing Support Personnel
Section 8VAC20-23-630 - Division Superintendent License
Universal Citation: 8 VA Admin Code 20-23-630
Current through Register Vol. 40, No. 16, March 25, 2024
An individual may be a candidate for the list of eligible division superintendents and the renewable Division Superintendent License through the completion of the requirements in one of the following four options:
1. Option I. The individual shall have:
a. Earned a doctorate degree in
educational administration or educational leadership from a regionally
accredited college or university; and
b. Completed five years of educational
experience in a public or an accredited nonpublic school, two years of which
shall be successful, full-time teaching experience at the preK-12 level and two
years of which shall be in administration and supervision at the preK-12
level.
2. Option II. The individual shall have:
a. Earned a master's
degree from a regionally accredited college or university and successfully
completed 30 graduate semester hours beyond the conferral date of the master's
degree;
b. Completed requirements
for administration and supervision preK-12 endorsement that includes the
demonstration of competencies in the following areas:
(1) Knowledge, understanding, and application
of planning, assessment, and instructional leadership that builds collective
professional capacity, including:
(a)
Principles of student motivation, growth, and development as a foundation for
age-appropriate and grade-appropriate curriculum, instruction, and
assessment;
(b) Collaborative
leadership in gathering and analyzing data to identify needs to develop and
implement a school improvement plan that results in increased student
learning;
(c) Planning,
implementation, and refinement of standards-based curriculum aligned with
instruction and assessment;
(d)
Collaborative planning and implementation of a variety of assessment
techniques, including examination of student work that yields individual,
class, grade level, and school level data as a foundation for identifying
existing competencies and targeting areas in need of further
attention;
(e) Incorporation of
differentiated and effective instruction that responds to individual learner
needs, including appropriate response to cultural, ethnic, and linguistic
diversity;
(f) Knowledge,
understanding, and application of the federal and state regulatory requirements
and expectations associated with identification, education, and evaluation of
students with disabilities;
(g)
Collaboratively working with parents and school personnel to ensure that
students with disabilities are included as a valued part of the school
community and that they receive effective and appropriately intensive
instruction to assist them in meeting the standards set for all students, as
well as individual goals outlined in their individualized education
programs;
(h) Integration of
technology in curriculum and instruction to enhance learner
understanding;
(i) Identification,
analysis, and resolution of problems using effective problem-solving
techniques; and
(j) Development,
articulation, implementation, and stewardship of a vision of excellence linked
to mission and core beliefs that promote continuous improvement consistent with
the goals of the school division.
(2) Knowledge, understanding, and application
of leadership and organizations, including:
(a) The change process of systems,
organizations, and individuals, using appropriate and effective adult learning
models;
(b) Aligning organizational
practice, division mission, and core beliefs for developing and implementing
strategic plans;
(c) Understanding
information sources and processing, including data collection and data analysis
strategies;
(d) Using data as a
part of ongoing program evaluation to inform and lead change;
(e) Developing a change management strategy
for improved student outcomes;
(f)
Developing distributed leadership strategies to create personalized learning
environments for diverse schools; and
(g) Practicing effective two-way
communication skills including consensus building, negotiation, and mediation
skills.
(3) Knowledge,
understanding, and application of management and leadership skills that achieve
effective and efficient organizational operations and sustain an instructional
program conducive to student academic progress, including:
(a) Alignment of curriculum and instruction
and assessment of the educational program to achieve high academic success at
the school and division or district level;
(b) Principles and issues of supervising and
leading others to ensure a working and learning climate that is safe, secure,
and respectful of a diverse school community;
(c) Management decisions that ensure
successful teaching and learning including, human resources management and
development, theories of motivation, change in school culture, innovation and
creativity, conflict resolution, adult learning, and professional development
models;
(d) Knowledge,
understanding, and application of Virginia's Guidelines for Uniform Performance
Standards and Evaluation Criteria for Teachers and Virginia's Guidelines for
Uniform Performance Standards and Evaluation Criteria for Principals;
(e) Principles and issues related to fiscal
operations of school management;
(f) Principles and issues related to school
facilities and use of space and time for supporting high-quality school
instruction and student learning;
(g) Legal issues impacting school operations
and management;
(h) Technologies
that support management functions; and
(i) Application of data-driven decision
making to initiate and continue improvement in school and classroom practices
and student achievement.
(4) Knowledge, understanding, and application
of the conditions and dynamics impacting a diverse school community, including:
(a) Recognizing emerging issues and trends
within school and community relations;
(b) Working collaboratively with staff,
families, and community members to secure resources and to support the success
of a diverse population;
(c)
Developing appropriate public relations and public engagement strategies and
processes for building and sustaining positive relationships with families,
caregivers, and community partners; and
(d) Integrating technology to support
communication efforts.
(5) Knowledge, understanding, and application
of the purpose of education and the role of professionalism in advancing
educational goals, including:
(a) Philosophy
of education that reflects commitment to principles of honesty, fairness,
caring, and equity in day-to-day professional behavior;
(b) Integration of high-quality,
content-rich, job-embedded professional learning that respects the contribution
of all faculty and staff members in building a diverse professional learning
community;
(c) Reflective
understanding of moral and legal consequences of decision making in the school
setting;
(d) Intentional and
purposeful effort to model professional, moral, and ethical standards, as well
as personal integrity in all interactions; and
(e) Intentional and purposeful effort to
model continuous professional learning and to work collegially and
collaboratively with all members of the school community to support the
school's goals and enhance its collective capacity.
(6) Knowledge, understanding, and application
of leadership theories and influences that impact schools, including:
(a) Concepts of leadership including systems
theory, change theory, learning organizations, and current leadership
theory;
(b) Ability to identify and
respond to internal and external forces and influences on a school;
(c) Ability to identify and apply the
processes of educational policy development at the state, local, and school
level; and
(d) Ability to identify
and demonstrate ways to influence educational policy development at the state,
local, and school level; and
c. Completed five years of successful
educational experience in a public or an accredited nonpublic school, two years
of which must be full-time teaching experience at the preK-12 level and two
years of which must be in administration and supervision.
3. Option III. The individual shall have:
a. Earned a master's degree from a regionally
accredited college or university;
b. A current, valid out-of-state license with
an endorsement as a division or district superintendent; and
c. Completed five years of successful
educational experience in a public or an accredited nonpublic school, two years
of which must be full-time teaching experience at the preK-12 level and two
years of which must be in administration and supervision.
4. Option IV. The individual shall have:
a. Earned a master's degree or its equivalent
from a regionally accredited college or university;
b. A minimum of three years of successful,
full-time experience in a senior leadership position, such as chief executive
officer or senior military officer; and
c. Be recommended by a Virginia school board
interested in employing the individual as superintendent.
Statutory Authority: §§ 22.1-298.1 and 22.1-299 of the Code of Virginia.
Disclaimer: These regulations may not be the most recent version. Virginia 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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