Current through Register Vol. XLI, No. 38, September 20, 2024
9.1.
Program Components. All student support and administrative preparation programs
shall consist of three components: pre-professional skills, content
specialization, and professional education. The three components, including the
associated educational technology and skills, are necessary to satisfy
WVBE-approved program requirements.
9.2. Pre-professional Skills Component. All
provisions of this component described for teaching specializations (see
section 6.5) apply for student support and administrative
specializations.
9.3. Content
Specialization Component. All provisions of this component described for
teaching specializations (see section 6.6) apply for student support and
administrative specializations except in section 6.6, state-approved content
standards and for the public school curriculum pertaining to the specialization
standards.
9.3.a. Instructional Technology
Content in Student Support and Administrator Preparation. All student support
and administrator preparation programs must contain a minimum of three semester
hours of preparation, stand alone or embedded, in instructional technology
which incorporate the standards.
9.4. Professional Education Component.
9.4.a. Component Description. The
professional education component for student support services and
administrative programs prepares the candidate to integrate the professional
pedagogy and the specialization knowledge and skills in an educational setting
for the delivery of effective student support services programs or effective
leadership roles.
9.4.b. Component
Assessment. The component shall be assessed as part of the program review
process.
9.4.b.1. Performance assessment
instruments and procedures shall be developed at the institutional level or
adopted as specified in section 6.7 and procedures for their administration
shall be based on the professional education standards and those performance
indicators that are implied in the content specialization standards.
9.4.b.2. The acceptable proficiency level on
the professional performance assessment shall be established collaboratively by
public school administrators, student support personnel or administrators, and
teacher education faculty or an adopted TPA instrument; the proficiency level
and/or cut score must be set at or above the national average adopted
score/proficiency level or instrument-developer recommended score/proficiency
level.
9.4.c. Teacher's
Assessment and Proficiency Levels.
9.4.c.1.
Professional Knowledge Assessment and Proficiency Levels. Each candidate
completing a WVBE-approved program shall be assessed using the IHE's developed
or adopted performance instrument(s) and procedures developed collaboratively
with cooperating public school personnel. A candidate for a student support
services specialization is required to complete a performance assessment in
each specialization for which licensure is requested. The specialization will
be the pre-k-Adult programmatic level. The performance assessment must be
completed at two programmatic levels: elementary, and middle or high school
level. Experience at the middle and high school level not covered during the
clinical practice shall be completed by field experience.
9.4.c.2. The performance assessments for
administrative endorsements shall be administered by a local team composed of
the IHE supervisor and public school cooperating personnel or their specified
designee. When a public school cooperating teacher is not available to
administer the performance assessment, IHE may designate an IHE-based clinical
supervisor in lieu of the public school supervisor. Verification that the
candidate has attained the proficiency level shall be determined by both
college supervisor and cooperating public school personnel, except where the
IHE-based clinical supervisor is used under the conditions noted.
