282—27.3 (272) Specific requirements for professional service license endorsements.
	 27.3(1) Elementary counselor.
	  a.   	 Authorization. The holder of this endorsement has not completed the professional education core (282—subrule 13.18(4)) but is authorized to serve as a school guidance counselor in kindergarten and grades one through eight.
	  b.   	 Program requirements.
	 (1) 	 Master’s degree from an accredited institution of higher education.
	 (2) 	 Completion of an approved human relations component.
	 (3) 	 Completion of an approved exceptional learner component.
	  c.   	 Content. Completion of a sequence of courses and experiences which may have been a part of, or in addition to, the degree requirements to include the following:
	 (1) 	 Nature and needs of individuals at all developmental levels.
	  1. 	 Develop strategies for facilitating development through the transition from childhood to adolescence and from adolescence to young adulthood.
	  2. 	 Apply knowledge of learning and personality development to assist students in developing their full potential.
	 (2) 	 Social and cultural foundations.
	  1. 	 Demonstrate awareness of and sensitivity to the unique social, cultural, and economic circumstances of students and their racial/ethnic, gender, age, physical, and learning differences.
	  2. 	 Demonstrate sensitivity to the nature and the functioning of the student within the family, school and community contexts.
	  3. 	 Demonstrate the counseling and consultation skills needed to facilitate informed and appropriate action in response to the needs of students.
	 (3) 	 Fostering of relationships.
	  1. 	 Employ effective counseling and consultation skills with students, parents, colleagues, administrators, and others.
	  2. 	 Communicate effectively with parents, colleagues, students and administrators.
	  3. 	 Counsel students in the areas of personal, social, academic, and career development.
	  4. 	 Assist families in helping their children address the personal, social, and emotional concerns and problems that may impede educational progress.
	  5. 	 Implement developmentally appropriate counseling interventions with children and adolescents.
	  6. 	 Demonstrate the ability to negotiate and move individuals and groups toward consensus or conflict resolution or both.
	  7. 	 Refer students for specialized help when appropriate.
	  8. 	 Value the well-being of the students as paramount in the counseling relationship.
	 (4) 	 Group work.
	  1. 	 Implement developmentally appropriate interventions involving group dynamics, counseling theories, group counseling methods and skills, and other group work approaches.
	  2. 	 Apply knowledge of group counseling in implementing appropriate group processes for elementary, middle school, and secondary students.
	 (5) 	 Career development, education, and postsecondary planning.
	  1. 	 Assist students in the assessment of their individual strengths, weaknesses, and differences, including those that relate to academic achievement and future plans.
	  2. 	 Apply knowledge of career assessment and career choice programs.
	  3. 	 Implement occupational and educational placement, follow-up and evaluation.
	  4. 	 Develop a counseling network and provide resources for use by students in personalizing the exploration of postsecondary educational opportunities.
	 (6) 	 Assessment and evaluation.
	  1. 	 Demonstrate individual and group approaches to assessment and evaluation.
	  2. 	 Demonstrate an understanding of the proper administration and uses of standardized tests.
	  3. 	 Apply knowledge of test administration, scoring, and measurement concerns.
	  4. 	 Apply evaluation procedures for monitoring student achievement.
	  5. 	 Apply assessment information in program design and program modifications to address students’ needs.
	  6. 	 Apply knowledge of legal and ethical issues related to assessment and student records.
	 (7) 	 Professional orientation.
	  1. 	 Apply knowledge of history, roles, organizational structures, ethics, standards, and credentialing.
	  2. 	 Maintain a high level of professional knowledge and skills.
	  3. 	 Apply knowledge of professional and ethical standards to the practice of school counseling.
	  4. 	 Articulate the counselor role to school personnel, parents, community, and students.
	 (8) 	 School counseling skills.
	  1. 	 Design, implement, and evaluate a comprehensive, developmental school guidance program.
	  2. 	 Implement and evaluate specific strategies designed to meet program goals and objectives.
	  3. 	 Consult and coordinate efforts with resource persons, specialists, businesses, and agencies outside the school to promote program objectives.
	  4. 	 Provide information appropriate to the particular educational transition and assist students in understanding the relationship that their curricular experiences and academic achievements will have on subsequent educational opportunities.
	  5. 	 Assist parents and families in order to provide a supportive environment in which students can become effective learners and achieve success in pursuit of appropriate educational goals.
	  6. 	 Provide training, orientation, and consultation assistance to faculty, administrators, staff, and school officials to assist them in responding to the social, emotional, and educational development of all students.
	  7. 	 Collaborate with teachers, administrators, and other educators in ensuring that appropriate educational experiences are provided that allow all students to achieve success.
	  8. 	 Assist in the process of identifying and addressing the needs of the exceptional student.
	  9. 	 Apply knowledge of legal and ethical issues related to child abuse and mandatory reporting.
	  10. 	 Advocate for the educational needs of students and work to ensure that these needs are addressed at every level of the school experience.
	  11. 	 Promote use of counseling and guidance activities and programs involving the total school community to provide a positive school climate.
	 (9) 	 Classroom management.
	  1. 	 Apply effective classroom management strategies as demonstrated in classroom guidance and large group guidance lessons.
	  2. 	 Consult with teachers and parents about effective classroom management and behavior management strategies.
	 (10) 	 Curriculum.
	  1. 	 Write classroom lessons including objectives, learning activities, and discussion questions.
	  2. 	 Utilize various methods of evaluating what students have learned in classroom lessons.
	  3. 	 Demonstrate competency in conducting classroom and other large group activities, utilizing an effective lesson plan design, engaging students in the learning process, and employing age-appropriate classroom management strategies.
	  4. 	 Design a classroom unit of developmentally appropriate learning experiences.
	  5. 	 Demonstrate knowledge in writing standards and benchmarks for curriculum.
	 (11) 	 Learning theory.
	  1. 	 Identify and consult with teachers about how to create a positive learning environment utilizing such factors as effective classroom management strategies, building a sense of community in the classroom, and cooperative learning experiences.
	  2. 	 Identify and consult with teachers regarding teaching strategies designed to motivate students using small group learning activities, experiential learning activities, student mentoring programs, and shared decision-making opportunities.
	  3. 	 Demonstrate knowledge of child and adolescent development and identify developmentally appropriate teaching and learning strategies.
	 (12) 	 Teaching and counseling practicum. The school counselor demonstrates competency in conducting classroom sessions with elementary and middle school students. The practicum consisting of a minimum of 500 contact hours provides opportunities for the prospective counselor, under the supervision of a licensed professional school counselor, to engage in a variety of activities in which a regularly employed school counselor would be expected to participate including, but not limited to, individual counseling, group counseling, developmental classroom guidance, and consultation.
	 27.3(2) Secondary counselor.
	  a.   	 Authorization. The holder of this endorsement has not completed the professional education core (282—subrule 13.18(4)) but is authorized to serve as a school guidance counselor in grades five through twelve.
	  b.   	 Program requirements.
	 (1) 	 Master’s degree from an accredited institution of higher education.
	 (2) 	 Completion of an approved human relations component.
	 (3) 	 Completion of an approved exceptional learner component.
	  c.   	 Content. Completion of a sequence of courses and experiences which may have been a part of, or in addition to, the degree requirements to include the following:
	 (1) 	 Nature and needs of individuals at all developmental levels.
	  1. 	 Develop strategies for facilitating development through the transition from childhood to adolescence and from adolescence to young adulthood.
	  2. 	 Apply knowledge of learning and personality development to assist students in developing their full potential.
	 (2) 	 Social and cultural foundations.
	  1. 	 Demonstrate awareness of and sensitivity to the unique social, cultural, and economic circumstances of students and their racial/ethnic, gender, age, physical, and learning differences.
	  2. 	 Demonstrate sensitivity to the nature and the functioning of the student within the family, school and community contexts.
	  3. 	 Demonstrate the counseling and consultation skills needed to facilitate informed and appropriate action in response to the needs of students.
	 (3) 	 Fostering of relationships.
	  1. 	 Employ effective counseling and consultation skills with students, parents, colleagues, administrators, and others.
	  2. 	 Communicate effectively with parents, colleagues, students and administrators.
	  3. 	 Counsel students in the areas of personal, social, academic, and career development.
	  4. 	 Assist families in helping their children address the personal, social, and emotional concerns and problems that may impede educational progress.
	  5. 	 Implement developmentally appropriate counseling interventions with children and adolescents.
	  6. 	 Demonstrate the ability to negotiate and move individuals and groups toward consensus or conflict resolution or both.
	  7. 	 Refer students for specialized help when appropriate.
	  8. 	 Value the well-being of the students as paramount in the counseling relationship.
	 (4) 	 Group work.
	  1. 	 Implement developmentally appropriate interventions involving group dynamics, counseling theories, group counseling methods and skills, and other group work approaches.
	  2. 	 Apply knowledge of group counseling in implementing appropriate group processes for elementary, middle school, and secondary students.
	 (5) 	 Career development, education, and postsecondary planning.
	  1. 	 Assist students in the assessment of their individual strengths, weaknesses, and differences, including those that relate to academic achievement and future plans.
	  2. 	 Apply knowledge of career assessment and career choice programs.
	  3. 	 Implement occupational and educational placement, follow-up and evaluation.
	  4. 	 Develop a counseling network and provide resources for use by students in personalizing the exploration of postsecondary educational opportunities.
	 (6) 	 Assessment and evaluation.
	  1. 	 Demonstrate individual and group approaches to assessment and evaluation.
	  2. 	 Demonstrate an understanding of the proper administration and uses of standardized tests.
	  3. 	 Apply knowledge of test administration, scoring, and measurement concerns.
	  4. 	 Apply evaluation procedures for monitoring student achievement.
	  5. 	 Apply assessment information in program design and program modifications to address students’ needs.
	  6. 	 Apply knowledge of legal and ethical issues related to assessment and student records.
	 (7) 	 Professional orientation.
	  1. 	 Apply knowledge of history, roles, organizational structures, ethics, standards, and credentialing.
	  2. 	 Maintain a high level of professional knowledge and skills.
	  3. 	 Apply knowledge of professional and ethical standards to the practice of school counseling.
	  4. 	 Articulate the counselor role to school personnel, parents, community, and students.
	 (8) 	 School counseling skills.
	  1. 	 Design, implement, and evaluate a comprehensive, developmental school guidance program.
	  2. 	 Implement and evaluate specific strategies designed to meet program goals and objectives.
	  3. 	 Consult and coordinate efforts with resource persons, specialists, businesses, and agencies outside the school to promote program objectives.
	  4. 	 Provide information appropriate to the particular educational transition and assist students in understanding the relationship that their curricular experiences and academic achievements will have on subsequent educational opportunities.
	  5. 	 Assist parents and families in order to provide a supportive environment in which students can become effective learners and achieve success in pursuit of appropriate educational goals.
	  6. 	 Provide training, orientation, and consultation assistance to faculty, administrators, staff, and school officials to assist them in responding to the social, emotional, and educational development of all students.
	  7. 	 Collaborate with teachers, administrators, and other educators in ensuring that appropriate educational experiences are provided that allow all students to achieve success.
	  8. 	 Assist in the process of identifying and addressing the needs of the exceptional student.
	  9. 	 Apply knowledge of legal and ethical issues related to child abuse and mandatory reporting.
	  10. 	 Advocate for the educational needs of students and work to ensure that these needs are addressed at every level of the school experience.
	  11. 	 Promote use of counseling and guidance activities and programs involving the total school community to provide a positive school climate.
	 (9) 	 Classroom management.
	  1. 	 Apply effective classroom management strategies as demonstrated in classroom guidance and large group guidance lessons.
	  2. 	 Consult with teachers and parents about effective classroom management and behavior management strategies.
	 (10) 	 Curriculum.
	  1. 	 Write classroom lessons including objectives, learning activities, and discussion questions.
	  2. 	 Utilize various methods of evaluating what students have learned in classroom lessons.
	  3. 	 Demonstrate competency in conducting classroom and other large group activities, utilizing an effective lesson plan design, engaging students in the learning process, and employing age-appropriate classroom management strategies.
	  4. 	 Design a classroom unit of developmentally appropriate learning experiences.
	  5. 	 Demonstrate knowledge in writing standards and benchmarks for curriculum.
	 (11) 	 Learning theory.
	  1. 	 Identify and consult with teachers about how to create a positive learning environment utilizing such factors as effective classroom management strategies, building a sense of community in the classroom, and cooperative learning experiences.
	  2. 	 Identify and consult with teachers regarding teaching strategies designed to motivate students using small group learning activities, experiential learning activities, student mentoring programs, and shared decision-making opportunities.
	  3. 	 Demonstrate knowledge of child and adolescent development and identify developmentally appropriate teaching and learning strategies.
	 (12) 	 Teaching and counseling practicum. The school counselor demonstrates competency in conducting classroom sessions with middle and secondary school students. The practicum consisting of a minimum of 500 contact hours provides opportunities for the prospective counselor, under the supervision of a licensed professional school counselor, to engage in a variety of activities in which a regularly employed school counselor would be expected to participate including, but not limited to, individual counseling, group work, developmental classroom guidance and consultation.
	 27.3(3) School psychologist.
	  a.   	 Authorization. The holder of this endorsement is authorized to serve as a school psychologist with pupils from birth to age 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
	  b.   	 Program requirements.
	 (1) 	 An applicant shall have completed a program of graduate study that is currently approved (or that was approved at the time of graduation) by the National Association of School Psychologists or the American Psychological Association, or be certified as a Nationally Certified School Psychologist by the National Association of School Psychologists, in preparation for service as a school psychologist through one of the following options:
	  1. 	 Completion of a master’s degree with sufficient graduate semester hours beyond a baccalaureate degree to total 60; or
	  2. 	 Completion of a specialist’s degree of at least 60 graduate semester hours with or without completion of a terminal master’s degree program; or
	  3. 	 Completion of a doctoral degree program of at least 60 graduate semester hours with or without completion of a terminal master’s degree program or specialist’s degree program.
	 (2) 	 The program shall include an approved human relations component.
	 (3) 	 The program must include preparation that contributes to the education of students with disabilities and students who are gifted and talented.
	  c.   	 School psychologist one-year Class A license.
	 (1) 	 Requirements for a one-year Class A license. A nonrenewable Class A license valid for one year may be issued to an individual who must complete an internship or thesis as an aspect of an approved program in preparation for the school psychologist endorsement. The one-year Class A license may be issued under the following limited conditions:
	  1. 	 Verification from the institution that the internship or thesis is a requirement for successful completion of the program.
	  2. 	 Verification that the employment situation will be satisfactory for the internship experience.
	  3. 	 Verification from the institution of the length of the approved and planned internship or the anticipated completion date of the thesis.
	  4. 	 Verification of the evaluation processes for successful completion of the internship or thesis.
	  5. 	 Verification that the internship or thesis is the only requirement remaining for successful completion of the approved program.
	 (2) 	 Written documentation of the above requirements must be provided by the official at the institution where the individual is completing the approved school psychologist program and forwarded to the board of educational examiners with the application form for licensure.
	 27.3(4) Speech-language pathologist. A person who meets the requirements set forth below may be issued an endorsement. Alternatively, a person may meet the requirements for a statement of professional recognition (SPR) issued by the board of educational examiners in this area as set forth in 282—Chapter 16.
	  a.   	 Authorization. The holder of this endorsement is authorized to serve as a speech-language pathologist to pupils from birth to age 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
	  b.   	 Program requirements.
	 (1) 	 An applicant must hold a master’s degree in speech pathology.
	 (2) 	 Content. An applicant must have completed the requirements in speech pathology and in the professional education sequence, i.e., 20 semester hours including student teaching/internship as a school speech-language pathologist. Courses in the following areas may be recognized for fulfilling the 20-hour sequence:
	  1. 	 Curriculum courses (e.g., reading, methods, curriculum development).
	  2. 	 Foundations (e.g., philosophy of education, foundations of education).
	  3. 	 Educational measurements (e.g., school finance, tests and measurements, measures and evaluation of instruction).
	  4. 	 Educational psychology (e.g., educational psychology, educational psychology measures, principles of behavior modification).
	  5. 	 Courses in special education (e.g., introduction to special education, learning disabilities).
	  6. 	 Child development courses (e.g., human growth and development, principles and theories of child development, history and theories of early childhood education).
Note: General education courses (e.g., introduction to psychology, sociology, history, literature, humanities) will not be credited toward fulfillment of the required 20 hours.
	 (3) 	 The applicant must complete an approved human relations component.
	 (4) 	 The program must include preparation that contributes to the education of individuals with disabilities and the gifted and talented.
	 27.3(5) Supervisor of special education (support).
	  a.   	 Authorization. The holder of this endorsement is authorized to serve as a supervisor of special education support programs. However, an individual holding a statement of professional recognition is not eligible for the supervisor of special education (support) endorsement.
	  b.   	 Program requirements.
	 (1) 	 An applicant must hold a master’s degree in preparation for school psychology, speech/language pathology, audiology (or education of the hearing impaired), or social work.
	 (2) 	 Content. The program shall include a minimum of 16 graduate semester hours to specifically include the following:
	  1. 	 Consultation process in special or regular education.
	  2. 	 Current issues in special education administration.
	  3. 	 Program evaluation.
	  4. 	 Educational leadership.
	  5. 	 Administration and supervision of special education.
	  6. 	 Practicum: Special education administration. NOTE: This requirement may be waived based on two years of experience as a special education administrator.
	  7. 	 School personnel administration.
	  8. 	 Evaluator approval component.
	  c.   	 Other. The applicant must:
	 (1) 	 Have four years of support service in a school setting with special education students in the specific discipline area desired.
	 (2) 	 Meet the practitioner licensure requirements of one of the following endorsements:
	  1. 	 School audiologist (or hearing impaired at K-8 and 5-12).
	  2. 	 School psychologist.
	  3. 	 School social worker.
	  4. 	 Speech-language pathologist.
	 27.3(6) Director of special education of an area education agency.
	  a.   	 Authorization. The holder of this endorsement is authorized to serve as a director of special education of an area education agency. Assistant directors are also required to hold this endorsement. However, an individual holding a statement of professional recognition is not eligible for the director of special education of an area education agency endorsement.
	  b.   	 Program requirements.
	 (1) 	 Degree—specialist or its equivalent. An applicant must hold a master’s degree plus at least 32 semester hours of planned graduate study in administration or special education beyond the master’s degree.
	 (2) 	 Endorsement. An applicant must hold or meet the requirements for one of the following:
	  1. 	 PK-12 principal and PK-12 supervisor of special education (see rule 282—18.9(272));
	  2. 	 Supervisor of special education—instructional (see rule 282—15.5(272));
	  3. 	 Supervisor of special education—support (see rule 282—15.8(272)); or
	  4. 	 A letter of authorization for special education supervisor issued prior to October 1, 1988.
	 (3) 	 Content. An applicant must have completed a sequence of courses and experiences which may have been part of, or in addition to, the degree requirements to include the following:
	  1. 	 Knowledge of federal, state and local fiscal policies related to education.
	  2. 	 Knowledge of school plant/facility planning.
	  3. 	 Knowledge of human resources management, including recruitment, personnel assistance and development, evaluations, and negotiations.
	  4. 	 Knowledge of models, theories and philosophies that provide the basis for educational systems.
	  5. 	 Knowledge of current issues in special education.
	  6. 	 Knowledge of special education school law and legislative and public policy issues affecting children and families.
	  7. 	 Knowledge of the powers and duties of the director of special education of an area education agency as delineated in Iowa Code section 273.5.
	  8. 	 Practicum in administration and supervision of special education programs.
	 (4) 	 Experience. An applicant must have three years of administrative experience as a PK-12 principal or PK-12 supervisor of special education.
	 (5) 	 Competencies. Through completion of a sequence of courses and experiences which may have been part of, or in addition to, the degree requirements, the director of special education accomplishes the following:
	  1. 	 Facilitates the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community.
	  2. 	 Advocates, nurtures and sustains a school culture and instructional program conducive to student learning and staff professional growth.
	  3. 	 Ensures management of the organization, operations and resources for a safe, efficient and effective learning environment.
	  4. 	 Collaborates with educational staff, families and community members; responds to diverse community interests and needs; and mobilizes community resources.
	  5. 	 Acts with integrity and fairness and in an ethical manner.
	  6. 	 Understands, responds to, and influences the larger political, social, economic, legal, and cultural context.
	  7. 	 Collaborates and assists in supporting integrated work of the entire agency.
	  c.   	 Other.
	 (1) 	 Option 1: Instructional. An applicant must meet the requirements for one special education teaching endorsement and have three years of teaching experience in special education.
	 (2) 	 Option 2: Support. An applicant must meet the practitioner licensure requirements for one of the following endorsements and have three years of teaching experience as a:
	  1. 	 School audiologist;
	  2. 	 School psychologist;
	  3. 	 School social worker; or
	  4. 	 Speech-language pathologist.
	 27.3(7) School social worker. A person who meets the requirements set forth below may be issued an endorsement. Alternatively, a person may meet the requirements for a statement of professional recognition (SPR) issued by the board of educational examiners in this area as set forth in 282—Chapter 16.
	  a.   	 Authorization. An individual who meets the requirements of 282—paragraph 15.7(5)“b” or 282—subrule 16.6(2) is authorized to serve as a school social worker to pupils from birth to age 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
	  b.   	 Endorsement requirements. An applicant must hold a master’s degree in social work from an accredited school of social work to include a minimum of 20 semester hours of coursework (including practicum experience) which demonstrates skills, knowledge, and competencies in the following areas:
	 (1) 	 Social work.
	  1. 	 Assessment (e.g., social, emotional, behavioral, and familial).
	  2. 	 Intervention (e.g., individual, group, and family counseling).
	  3. 	 Related studies (e.g., community resource coordination, multidiscipline teaming, organizational behavior, and research).
	 (2) 	 Education.
	  1. 	 General education (e.g., school law, foundations of education, methods, psychoeducational measurement, behavior management, child development).
	  2. 	 Special education (e.g., exceptional children, psychoeducational measurement, behavior management, special education regulations, counseling school-age children).
	 (3) 	 Practicum experience. A practicum experience in a school setting under the supervision of an experienced school social work practitioner is required. The practicum shall include experiences that lead to the development of professional identity and the disciplined use of self. These experiences will include: assessment, direct services to children and families, consultation, staffing, community liaison and documentation. If a person has served two years as a school social worker, the practicum experience can be waived.
	 (4) 	 Completion of an approved human relations component is required.
	 (5) 	 The program must include preparation that contributes to the education of students with disabilities and students who are gifted and talented.
	 27.3(8) School audiologist. A person who meets the requirements set forth below may be issued an endorsement. Alternatively, a person may meet the requirements for a statement of professional recognition (SPR) issued by the board of educational examiners in this area as set forth in 282—Chapter 16.
	  a.   	 Authorization. The holder of this endorsement is authorized to serve as a school audiologist to pupils from birth to age 21 who have hearing impairments (and to a maximum allowable age in accordance with Iowa Code section 256B.8).
	  b.   	 Program requirements.
	 (1) 	 An applicant must hold a master’s degree in audiology.
	 (2) 	 Content. An applicant must complete the requirements in audiology and in the professional education sequence, i.e., 20 semester hours including student teaching/internship as a school audiologist. Courses in the following areas may be recognized for fulfilling the 20-hour sequence:
	  1. 	 Curriculum courses (e.g., reading, methods, curriculum development).
	  2. 	 Foundations (e.g., philosophy of education, foundations of education).
	  3. 	 Educational measurements (e.g., school finance, tests and measurements, measures and evaluation of instruction).
	  4. 	 Educational psychology (e.g., educational psychology, educational psychology measures, principles of behavior modification).
	  5. 	 Courses in special education (e.g., introduction to special education, learning disabilities).
	  6. 	 Child development courses (e.g., human growth and development, principles and theories of child development, history of early childhood education).
Note: General education courses (e.g., introduction to psychology, sociology, history, literature, humanities) will not be credited toward fulfillment of the required 20 hours.
	 (3) 	 An applicant must complete an approved human relations component.
	 (4) 	 The program must include preparation that contributes to the education of individuals with disabilities and the gifted and talented.
[ARC 7980B, IAB 7/29/09, effective 9/2/09]