CHAPTER 79STANDARDS FOR PRACTITIONER AND ADMINISTRATORPREPARATION PROGRAMSDIVISION IGENERAL STANDARDS APPLICABLE TO ALL PRACTITIONER PREPARATION PROGRAMS281—79.1(256)  General statement.  Programs of practitioner and administrator preparation leading to licensure in Iowa are subject to approval by the state board of education, as provided in Iowa Code chapter 256. All programs having accreditation on August 31, 2001, are presumed accredited unless or until the state board takes formal action to remove accreditation.Related ARC(s): 8053B281—79.2(256)  Definitions.  For purposes of clarity, the following definitions are used throughout the chapter:
"Administrator candidates" means individuals who are enrolled in practitioner preparation programs leading to administrator licensure.
"Administrator preparation programs" means the programs of practitioner preparation leading to licensure of administrators.
"Area education agency" "AEA" means a regional service agency that provides school improvement services for students, families, teachers, administrators and the community.
"Candidates" means individuals who are preparing to become educational practitioners through a practitioner preparation program.
"Clinical experiences" means a candidate’s direct experiences in PK-12 schools. “Clinical experiences” includes field experiences and student teaching or internships.
"College/university supervisors" means qualified employees or individuals contracted by the college or university offering teacher preparation who provide guidance and supervision to teacher candidates during the candidates’ clinical experiences in the schools.
"Cooperating administrators" means school administrators who provide guidance and supervision to administrator candidates during the candidates’ clinical experiences in the schools.
"Cooperating teachers" means appropriately licensed classroom teachers of record who provide guidance and supervision to teacher candidates in the cooperating teachers’ classrooms during the candidates’ field experiences in the schools.
"Delivery model" means the form in which the educator preparation program is delivered to candidates and may include conventional campus-based, face-to-face models, distance learning models, off-campus models, programs delivered through consortia arrangements, and programs or elements delivered by contracted outside providers.
"Department" means department of education.
"Director" means director of the department.
"Distance learning" means a formal education process in which the major portion of the instruction occurs when the learner and the instructor are not in the same place at the same time and occurs through virtually any media including printed materials, videotapes, audio recordings, facsimiles, telephone communications, the ICN, Internet communications through email, and Web-based delivery systems.
"Distance learning program" means a program in which over half of the required courses in the program occur when the learner and the instructor are not in the same place at the same time (see definition of distance learning). These programs include those offered by the professional educational unit through a contract with an outside vendor or in a consortium arrangement with other higher education institutions, area education agencies, or other entities.
"Diverse groups" means one or more groups of individuals possessing certain traits or characteristics, including but not limited to age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status, or familial status.
"Educator preparation program" means practitioner preparation program.
"ELPS" means Educational Leadership Policy Standards, national standards for educational administration.
"Facility" means a residential or other setting for a child in which the child receives an appropriate educational program. “Facility” includes a foster care facility as defined in Iowa Code section 237.1, a facility that provides residential treatment pursuant to Iowa Code chapter 125, an approved or licensed shelter care home as defined in Iowa Code section 232.2(34), an approved juvenile detention home as defined in Iowa Code section 232.2(32), and a psychiatric medical institution for children as defined in Iowa Code section 135H.1.
"Faculty" means the teaching staff of a university or college responsible for delivering instruction.
"ICN" means the Iowa communications network.
"Institution" means a college or university in Iowa offering practitioner preparation or an educational organization offering administrator preparation and seeking state board approval of its practitioner preparation program(s).
"InTASC" means Interstate Teacher Assessment and Support Consortium, the source of national standards for teachers.
"Iowa core" means a legislatively mandated state initiative that provides local school districts and nonpublic schools a guide to delivering instruction to students based on consistent, challenging and meaningful content.
"ISSL" means Iowa Standards for School Leaders.
"Leadership preparation program" means administrator preparation program.
"Mentor" means an experienced educator who provides guidance to a practitioner, administrator candidate or novice educator.
"National professional standards" means standards developed by nationally recognized organizations that establish best practices for education.
"NELP standards" means the National Educational Leadership Preparation standards for administrator preparation.
"Novice" means an individual in an educational position who has no previous experience in the role of that position or who is newly licensed by the board of educational examiners.
"Off-campus program" means a program offered by a unit on sites other than the main campus. Off-campus programs may be offered in the same state, in other states, or in countries other than the United States.
"Practitioner candidates" means individuals who are enrolled in practitioner preparation programs leading to licensure as teachers, as administrators or as other professional school personnel that require a license issued by the board of educational examiners.
"Practitioner preparation programs" means the programs of practitioner preparation leading to licensure of teachers, administrators, and other professional school personnel.
"Program" means a specific field of specialization leading to a specific endorsement.
"Regional accreditation" means official approval by an agency or organization approved or recognized by the U.S. Department of Education.
"State board" means Iowa state board of education.
"Students" means PK-12 pupils.
"Teacher candidates" means individuals who are enrolled in practitioner preparation programs leading to teacher licensure.
"Unit" means the organizational entity within an institution with the responsibility of administering and delivering the practitioner preparation program(s).
Related ARC(s): 8053B, 1780C, 4620C281—79.3(256)  Institutions affected.  In order to attain the authority to recommend candidates for Iowa licensure, colleges and universities offering practitioner preparation programs in Iowa, as well as other Iowa educational organizations engaged in the preparation of school administrators, shall meet the standards contained in this chapter to gain or maintain state board approval of their programs.Related ARC(s): 8053B281—79.4(256)  Criteria for practitioner preparation programs.  Each institution seeking approval by the state board of its programs of practitioner preparation, including those programs offered by distance delivery models or at off-campus locations, must be regionally accredited and shall file evidence of the extent to which each program meets the standards contained in this chapter by means of a written self-evaluation report and an evaluation conducted by the department. The institution shall demonstrate such evidence by means of a template developed by the department and through a site visit conducted by the department. After the state board has approved the practitioner preparation programs of an institution, students who complete the programs and are recommended by the authorized official of that institution will be issued the appropriate license and endorsement(s).Related ARC(s): 8053B281—79.5(256)  Approval of programs.  Approval of institutions’ practitioner preparation programs by the state board shall be based on the recommendation of the director after study of the factual and evaluative evidence on record about each program in terms of the standards contained in this chapter.Approval, if granted, shall be for a term of seven years; however, approval for a lesser term may be granted by the state board if it determines conditions so warrant.If approval is not granted, the applying institution will be advised concerning the areas in which improvement or changes appear to be essential for approval. In this case, the institution shall be given the opportunity to present factual information concerning its programs at a regularly scheduled meeting of the state board, not beyond three months of the board’s initial decision. Following a minimum of six months after the board’s decision to deny approval, the institution may reapply when it is ready to show what actions have been taken to address the areas of suggested improvement.Programs may be granted conditional approval upon review of appropriate documentation. In such an instance, the program shall receive a full review after one year or, in the case of a new program, at the point at which candidates demonstrate mastery of standards for licensure.Related ARC(s): 8053B281—79.6(256)  Visiting teams.  Upon application or reapplication for approval, a review team shall visit each institution for evaluation of its practitioner preparation program(s). When an institution offers off-campus practitioner preparation programs, the team may elect to include visits to some or all of the sites of the off-campus programs. The membership of the team shall be selected by the department with the concurrence of the institution being visited. The team may include faculty members of other practitioner preparation institutions; personnel from elementary and secondary schools, to include licensed practitioners; personnel of the state department of education; personnel of the board of educational examiners; and representatives from professional education organizations. Each team member should have appropriate competencies, background, and experiences to enable the member to contribute to the evaluation visit. The expenses for the review team shall be borne by the institution.Related ARC(s): 8053B281—79.7(256)  Periodic reports.  Upon request of the department, approved programs shall make periodic reports which shall provide basic information necessary to keep records of each practitioner preparation program up to date and to carry out research studies relating to practitioner preparation. The department may request that information be disaggregated by attendance center or delivery model or both.Related ARC(s): 8053B281—79.8(256)  Reevaluation of practitioner preparation programs.  Every seven years or at any time deemed necessary by the director, an institution shall file a written self-evaluation of its practitioner preparation programs to be followed by a review team visit. Any action for continued approval or rescission of approval shall be approved by the state board.Related ARC(s): 8053B281—79.9(256)  Approval of program changes.  Upon application by an institution, the director is authorized to approve minor additions to, or changes within, the curricula of an institution’s approved practitioner preparation program. When an institution proposes a revision which exceeds the primary scope of its programs, including revisions which significantly change the delivery model(s), the revisions shall become operative only after having been approved by the state board.Related ARC(s): 8053BDIVISION IISPECIFIC EDUCATION STANDARDS APPLICABLE TO ALL PRACTITIONER PREPARATION PROGRAMS281—79.10(256)  Governance and resources standard.  Governance and resources adequately support the preparation of practitioner candidates to meet professional, state and institutional standards in accordance with the following provisions.  79.10(1)  A clearly understood governance structure provides guidance and support for all educator preparation programs in the unit.  79.10(2)  The professional education unit has primary responsibility for all educator preparation programs offered by the institution through any delivery model.  79.10(3)  The unit’s conceptual framework establishes the shared vision for the unit and provides the foundation for all components of the educator preparation programs.  79.10(4)  The unit demonstrates alignment of unit standards with current national professional standards for educator preparation. Teacher preparation must align with InTASC standards. Leadership preparation programs must align with NELP standards.  79.10(5)  The unit provides evidence of ongoing collaboration with appropriate stakeholders. There is an active advisory committee that is involved semiannually in providing input for program evaluation and continuous improvement.  79.10(6)  When a unit is a part of a college or university, there is ongoing collaboration with the appropriate departments of the institution, especially regarding content knowledge.  79.10(7)  The institution provides resources and support necessary for the delivery of quality preparation program(s). The resources and support include the following:  a.  Financial resources; facilities; appropriate educational materials, equipment and library services; and commitment to a work climate, policies, and faculty/staff assignments which promote/support best practices in teaching, scholarship and service;  b.  Resources to support professional development opportunities;  c.  Resources to support technological and instructional needs to enhance candidate learning;  d.  Resources to support quality clinical experiences for all educator candidates; and  e.  Commitment of sufficient administrative, clerical, and technical staff.  79.10(8)  The unit has a clearly articulated appeals process, aligned with the institutional policy, for decisions impacting candidates. This process is communicated to all candidates and faculty.  79.10(9)  The use of part-time faculty and graduate students in teaching roles is purposeful and is managed to ensure integrity, quality, and continuity of all programs.  79.10(10)  Resources are equitable for all program components, regardless of delivery model or location.Related ARC(s): 8053B, 1780C, 4620C281—79.11(256)  Diversity standard.  The environment and experiences provided for practitioner candidates support candidate growth in knowledge, skills, and dispositions to help all students learn in accordance with the following provisions.  79.11(1)  The institution and unit work to establish a climate that promotes and supports diversity.   79.11(2)  The institution’s and unit’s plans, policies, and practices document their efforts in establishing and maintaining a diverse faculty and student body.Related ARC(s): 8053B, 1780C281—79.12(256)  Faculty standard.  Faculty qualifications and performance shall facilitate the professional development of practitioner candidates in accordance with the following provisions.  79.12(1)  The unit defines the roles and requirements for faculty members by position. The unit describes how roles and requirements are determined.  79.12(2)  The unit documents the alignment of teaching duties for each faculty member with that member’s preparation, knowledge, experiences and skills.  79.12(3)  The unit holds faculty members accountable for teaching prowess. This accountability includes evaluation and indicators for continuous improvement.   79.12(4)  The unit holds faculty members accountable for professional growth to meet the academic needs of the unit.  79.12(5)  Faculty members collaborate with:  a.  Colleagues in the unit;  b.  Colleagues across the institution;  c.  Colleagues in PK-12 schools/agencies/learning settings. Faculty members engage in professional education and maintain ongoing involvement in activities in preschool and elementary, middle, or secondary schools. For faculty members engaged in teacher preparation, activities shall include at least 40 hours of teaching at the appropriate grade level(s) during a period not exceeding five years in duration.Related ARC(s): 8053B, 1780C281—79.13(256)  Assessment system and unit evaluation standard.  The unit’s assessment system shall appropriately monitor individual candidate performance and use that data in concert with other information to evaluate and improve the unit and its programs in accordance with the following provisions.  79.13(1)  The unit has a clearly defined, cohesive assessment system.  79.13(2)  The assessment system is based on unit standards.  79.13(3)  The assessment system includes both individual candidate assessment and comprehensive unit assessment.  79.13(4)  Candidate assessment includes clear criteria for:  a.  Entrance into the program (for teacher education, this includes a preprofessional skills test offered by a nationally recognized testing service. Institutions must deny admission to any candidate who does not successfully meet the institution’s passing score requirement).  b.  Continuation in the program with clearly defined checkpoints/gates.  c.  Admission to clinical experiences (for teacher education, this includes specific criteria for admission to student teaching).  d.  Program completion (for teacher education, this includes testing described in Iowa Code section 256.16; see subrule 79.15(5) for required teacher candidate assessment).  79.13(5)  Individual candidate assessment includes all of the following:   a.  Measures used for candidate assessment are fair, reliable, and valid.   b.  Candidates are assessed on their demonstration/attainment of unit standards.  c.  Multiple measures are used for assessment of the candidate on each unit standard.   d.  Candidates are assessed on unit standards at different developmental stages.  e.  Candidates are provided with formative feedback on their progress toward attainment of unit standards.   f.  Candidates use the provided formative assessment data to reflect upon and guide their development/growth toward attainment of unit standards.  g.  Candidates are assessed at the same level of performance across programs, regardless of the place or manner in which the program is delivered.  79.13(6)  Comprehensive unit assessment includes all of the following:  a.  Individual candidate assessment data on unit standards, as described in subrule 79.13(5), are analyzed.  b.  The aggregated assessment data are analyzed to evaluate programs.  c.  Findings from the evaluation of aggregated assessment data are used to make program improvements.  d.  Evaluation data are shared with stakeholders.  e.  The collection, aggregation, analysis, and evaluation of assessment data described in this subrule take place on a regular cycle.  79.13(7)  The unit shall conduct a survey of graduates and their employers to ensure that the graduates are well-prepared, and the data shall be used for program improvement.  79.13(8)  The unit regularly reviews, evaluates, and revises the assessment system.  79.13(9)  The unit annually reports to the department such data as is required by the state and federal governments.Related ARC(s): 8053B, 0476C, 1780C, 2948CDIVISION IIISPECIFIC EDUCATION STANDARDS APPLICABLE ONLY TO INITIAL PRACTITIONER PREPARATIONPROGRAMS FOR TEACHER CANDIDATES281—79.14(256)  Teacher preparation clinical practice standard.  The unit and its school partners shall provide field experiences and student teaching opportunities that assist candidates in becoming successful teachers in accordance with the following provisions.  79.14(1)  The unit ensures that clinical experiences occurring in all locations are well-sequenced, supervised by appropriately qualified personnel, monitored by the unit, and integrated into the unit standards. These expectations are shared with teacher candidates, college/university supervisors, and cooperating teachers.  79.14(2)  PK-12 school partners and the unit share responsibility for selecting, preparing, evaluating, supporting, and retaining both:  a.  High‐quality college/university supervisors, and  b.  High-quality cooperating teachers.  79.14(3)  Cooperating teachers and college/university supervisors share responsibility for evaluating the teacher candidates’ achievement of unit standards. Clinical experiences are structured to have multiple performance‐based assessments at key points within the program to demonstrate candidates’ attainment of unit standards.  79.14(4)  Teacher candidates experience clinical practices in multiple settings that include diverse groups and diverse learning needs.  79.14(5)  Teacher candidates admitted to a teacher preparation program must complete a minimum of 80 hours of pre-student teaching field experiences, with at least 10 hours occurring prior to acceptance into the program.  79.14(6)  Pre-student teaching field experiences support learning in context and include all of the following:  a.  High-quality instructional programs for PK-12 students in a state-approved school or educational facility.  b.  Opportunities for teacher candidates to observe and be observed by others and to engage in discussion and reflection on clinical practice.  c.  The active engagement of teacher candidates in planning, instruction, and assessment.  79.14(7)  The unit is responsible for ensuring that the student teaching experience for initial licensure:  a.  Includes a full-time experience for a minimum of 14 consecutive weeks in duration during the teacher candidate’s final year of the teacher preparation program.  b.  Takes place in the classroom of a cooperating teacher who is appropriately licensed in the subject area and grade level endorsement for which the teacher candidate is being prepared.  c.  Includes prescribed minimum expectations and responsibilities, including ethical behavior, for the teacher candidate.  d.  Involves the teacher candidate in communication and interaction with parents or guardians of students in the teacher candidate’s classroom.  e.  Requires the teacher candidate to become knowledgeable about the Iowa teaching standards and to experience a mock evaluation, which shall not be used as an assessment tool by the unit, performed by the cooperating teacher or a person who holds an Iowa evaluator license.  f.  Requires collaborative involvement of the teacher candidate, cooperating teacher, and college/university supervisor in candidate growth. This collaborative involvement includes biweekly supervisor observations with feedback.  g.  Requires the teacher candidate to bear primary responsibility for planning, instruction, and assessment within the classroom for a minimum of two weeks (ten school days).  h.  Includes a written evaluation procedure, after which the completed evaluation form is included in the teacher candidate’s permanent record.  79.14(8)  The unit annually offers one or more workshops for cooperating teachers to define the objectives of the student teaching experience, review the responsibilities of the cooperating teacher, and provide the cooperating teacher other information and assistance the unit deems necessary. The duration of the workshop shall be equivalent to one day.  79.14(9)  The institution enters into a written contract with the cooperating school or district providing clinical experiences, including field experiences and student teaching.Related ARC(s): 8053B, 1117C, 1780C281—79.15(256)  Teacher candidate knowledge, skills and dispositions standard.  Teacher candidates demonstrate the content, pedagogical, and professional knowledge, skills and dispositions necessary to help all students learn in accordance with the following provisions.  79.15(1)  Each teacher candidate demonstrates the acquisition of a core of liberal arts knowledge including but not limited to English composition, mathematics, natural sciences, social sciences, and humanities.  79.15(2)  Each teacher candidate receives dedicated coursework related to the study of human relations, cultural competency, and diverse learners, such that the candidate is prepared to work with students from diverse groups, as defined in rule 281—79.2(256). The unit shall provide evidence that teacher candidates develop the ability to identify and meet the needs of all learners, including:  a.  Students from diverse ethnic, racial and socioeconomic backgrounds.  b.  Students with disabilities.  c.  Students who are struggling with literacy, including those with dyslexia.  d.  Students who are gifted and talented.  e.  English language learners.  f.  Students who may be at risk of not succeeding in school. This preparation will include classroom management addressing high-risk behaviors including, but not limited to, behaviors related to substance abuse.  79.15(3)  Each teacher candidate demonstrates competency in literacy, to include reading theory, knowledge, strategies, and approaches; and integrating literacy instruction into content areas. The teacher candidate demonstrates competency in making appropriate accommodations for students who struggle with literacy. Demonstrated competency shall address the needs of all students, including but not limited to, students with disabilities; students who are at risk of academic failure; students who have been identified as gifted and talented or limited English proficient; and students with dyslexia, whether or not such students have been identified as children requiring special education under Iowa Code chapter 256B. Literacy instruction shall include evidence-based best practices, determined by research, including that identified by the Iowa reading research center.  79.15(4)  Each unit defines unit standards (aligned with InTASC standards) and embeds them in courses and field experiences.  79.15(5)  Each teacher candidate demonstrates competency in all of the following professional core curricula:  a.    Learner development.  The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.   b.    Learning differences.  The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.  c.    Learning environments.  The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.  d.    Content knowledge.  The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.  e.    Application of content.   The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.  f.    Assessment.  The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.  g.    Planning for instruction.  The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.  h.    Instructional strategies.  The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.  i.    Professional learning and ethical practice.  The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.   j.    Leadership and collaboration.  The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.  k.    Technology.  The teacher candidate effectively integrates technology into instruction to support student learning.  l.    Methods of teaching.  The teacher candidate understands and uses methods of teaching that have an emphasis on the subject and grade-level endorsement desired.  79.15(6)  Assessment requirements.  a.  Each teacher candidate must either meet or exceed a score on subject assessments designed by a nationally recognized testing service that measure pedagogy and knowledge of at least one subject area as approved by the director of the department of education, or the teacher candidate must meet or exceed the equivalent of a score on an alternate assessment also approved by the director. That alternate assessment must be a valid and reliable subject-area-specific, performance-based assessment for preservice teacher candidates that is centered on student learning. The required passing score will be determined by the director using considerations described in Iowa Code section 256.16(1)“a”(2) as amended by 2019 Iowa Acts, Senate File 159, section 2. A candidate who successfully completes the practitioner preparation program as required under this subparagraph shall be deemed to have attained a passing score on the assessments administered under this subparagraph even if the department subsequently sets different minimum passing scores.  b.  The director shall waive the assessment requirements in 79.15(6)“a” for not more than one year for a person who has completed the course requirements for an approved practitioner preparation program but attained an assessment score below the minimum passing scores set by the department for successful completion of the program under 79.15(6)“a.” The department shall forward to the BOEE the names of all candidates granted a waiver for consideration for a temporary license.  79.15(7)  Each teacher candidate must complete a 30-semester-hour teaching major which must minimally include the requirements for at least one of the basic endorsement areas, special education teaching endorsements, or secondary level occupational endorsements. Additionally, each elementary teacher candidate must also complete a field of specialization in a single discipline or a formal interdisciplinary program of at least 12 semester hours. Each teacher candidate meets all requirements established by the board of educational examiners for any endorsement for which the teacher candidate is recommended.  79.15(8)  Each teacher candidate demonstrates competency in content coursework directly related to the Iowa Core.  79.15(9)  Programs shall submit curriculum exhibit sheets for approval by the board of educational examiners and the department.Related ARC(s): 8053B, 0476C, 1434C, 1780C, 2948C, 4620CDIVISION IVSPECIFIC EDUCATION STANDARDS APPLICABLE ONLY TO ADMINISTRATOR PREPARATION PROGRAMS281—79.16(256)  Administrator preparation clinical practice standard.  The unit and its school partners shall provide clinical experiences that assist candidates in becoming successful school administrators in accordance with the following provisions.  79.16(1)  The unit ensures that clinical experiences occurring in all locations are well-sequenced, purposeful, supervised by appropriately qualified personnel, monitored by the unit, and integrated into unit standards. These expectations are shared with candidates, supervisors and cooperating administrators.  79.16(2)  The PK-12 school and the unit share responsibility for selecting, preparing, evaluating, supporting, and retaining both:   a.  High‐quality college/university supervisors, and   b.  High-quality cooperating administrators.  79.16(3)  Cooperating administrators and college/university supervisors share responsibility for evaluating the candidate’s achievement of unit standards. Clinical experiences are structured to have multiple performance‐based assessments at key points within the program to demonstrate candidates’ attainment of unit standards.  79.16(4)  Clinical experiences include all of the following criteria:   a.  A minimum of 400 hours during the candidate’s preparation program.  b.  Take place with appropriately licensed cooperating administrators in state-approved schools or educational facilities.  c.  Take place in multiple high-quality educational settings that include diverse populations and students of different age groups.  d.  Include minimum expectations and responsibilities for cooperating administrators, school districts, accredited nonpublic schools, or AEAs and for higher education supervising faculty members.   e.  Include prescribed minimum expectations and responsibilities of the candidate for ethical performance of both leadership and management tasks.  f.  The involvement of the administrator candidate in relevant responsibilities to include demonstration of the capacity to facilitate the use of assessment data in affecting student learning.   g.  Involve the candidate in professional meetings and other school-based activities directed toward the improvement of teaching and learning.   h.  Involve the candidate in communication and interaction with parents or guardians, community members, faculty and staff, and cooperating administrators in the school.  79.16(5)  The institution annually delivers one or more professional development opportunities for cooperating administrators to define the objectives of the field experience, review the responsibilities of the cooperating administrator, build skills in coaching and mentoring, and provide the cooperating administrator other information and assistance the institution deems necessary. The professional development opportunities incorporate feedback from participants and utilize appropriate delivery strategies.  79.16(6)  The institution shall enter into a written contract with the cooperating school districts that provide field experiences for administrator candidates.Related ARC(s): 8053B, 1780C281—79.17(256)  Administrator knowledge, skills, and dispositions standard.  Administrator candidates shall demonstrate the content, pedagogical, and professional knowledge, skills and dispositions necessary to help all students learn in accordance with the following provisions.  79.17(1)  Each educational administrator program shall define program standards (aligned with current NELP standards) and embed them in coursework and clinical experiences at a level appropriate for a novice administrator.  79.17(2)  Each new administrator candidate successfully completes the appropriate evaluator training provided by a state-approved evaluator trainer.  79.17(3)  Each administrator candidate demonstrates the knowledge, skills, and dispositions necessary to support the implementation of the Iowa core.  79.17(4)  Each administrator candidate demonstrates, within specific coursework and clinical experiences related to the study of human relations, cultural competency, and diverse learners, that the candidate is prepared to work with students from diverse groups, as defined in rule 281—79.2(256). The unit shall provide evidence that administrator candidates develop the ability to meet the needs of all learners, including:  a.  Students from diverse ethnic, racial and socioeconomic backgrounds.  b.  Students with disabilities.  c.  Students who are gifted and talented.  d.  English language learners.  e.  Students who may be at risk of not succeeding in school.  79.17(5)  Each administrator candidate meets all requirements established by the board of educational examiners for any endorsement for which the candidate is recommended. Programs shall submit curriculum exhibit sheets for approval by the board of educational examiners and the department.Related ARC(s): 8053B, 1780C, 4620C281—79.18    Reserved.DIVISION VSPECIFIC EDUCATION STANDARDS APPLICABLE ONLY TO PRACTITIONER PREPARATION PROGRAMS OTHER THAN TEACHER OR ADMINISTRATOR PREPARATION PROGRAMS281—79.19(256)  Purpose.  This division addresses preparation of an individual seeking a license based on school-centered preparation for employment as one of the following: school guidance counselor, school audiologist, school psychologist, school social worker, speech-language pathologist, supervisor of special education (support and orientation and mobility specialist). (See also the board of educational examiners’ 282—Chapter 27, regarding licenses for service other than as a teacher.)Related ARC(s): 8053B281—79.20(256)  Clinical practice standard.  The unit and its school, AEA, and facility partners shall provide clinical experiences that assist candidates in becoming successful practitioners in accordance with the following provisions.   79.20(1)  The unit ensures that clinical experiences occurring in all locations are well-sequenced, purposeful, supervised by appropriately qualified personnel, monitored by the unit, and integrated into unit standards. These expectations are shared with candidates, supervisors and cooperating professional educators.  79.20(2)  The PK-12 school, AEA, and facility partners and the unit share responsibility for selecting, preparing, evaluating, supporting, and retaining both:   a.  High‐quality college/university supervisors, and   b.  High-quality cooperating professional educators.  79.20(3)  Cooperating professional educators and college/university supervisors share responsibility for evaluating the candidate’s achievement of unit standards. Clinical experiences are structured to have multiple performance‐based assessments at key points within the program to demonstrate the candidate’s attainment of unit standards.  79.20(4)  Clinical experiences include all of the following criteria:   a.  Learning that takes place in the context of providing high-quality instructional programs for students in a state-approved school, agency, or educational facility;  b.  Take place in educational settings that include diverse populations and students of different age groups;  c.  Provide opportunities for candidates to observe and be observed by others and to engage in discussion and reflection on clinical practice;  d.  Include minimum expectations and responsibilities for cooperating professional educators, school districts, accredited nonpublic schools, or AEAs and for higher education supervising faculty members;  e.  Include prescribed minimum expectations for involvement of candidates in relevant responsibilities directed toward the work for which they are preparing;  f.  Involve candidates in professional meetings and other activities directed toward the improvement of teaching and learning; and  g.  Involve candidates in communication and interaction with parents or guardians, community members, faculty and staff, and cooperating professional educators in the school.  79.20(5)  The institution annually delivers one or more professional development opportunities for cooperating professional educators to define the objectives of the field experience, review the responsibilities of the cooperating professional educators, build skills in coaching and mentoring, and provide the cooperating professional educators other information and assistance the institution deems necessary. The professional development opportunities incorporate feedback from participants and utilize appropriate delivery strategies.   79.20(6)  The institution shall enter into a written contract with the cooperating school districts that provide field experiences for candidates.Related ARC(s): 8053B, 1780C281—79.21(256)  Candidate knowledge, skills and dispositions standard.  Candidates shall demonstrate the content knowledge and the pedagogical and professional knowledge, skills and dispositions necessary to help all students learn in accordance with the following provisions.  79.21(1)  Each professional educator program shall define program standards (aligned with current national standards) and embed them in coursework and clinical experiences at a level appropriate for a novice professional educator.  79.21(2)  Each candidate demonstrates, within specific coursework and clinical experiences related to the study of human relations, cultural competency, and diverse learners, that the candidate is prepared to work with students from diverse groups, as defined in rule 281—79.2(256). The unit shall provide evidence that candidates develop the ability to meet the needs of all learners, including:  a.  Students from diverse ethnic, racial and socioeconomic backgrounds.  b.  Students with disabilities.  c.  Students who are gifted and talented.  d.  English language learners.  e.  Students who may be at risk of not succeeding in school.  79.21(3)  Each candidate meets all requirements established by the board of educational examiners for any endorsement for which the candidate is recommended. Programs shall submit curriculum exhibit sheets for approval by the board of educational examiners and the department.Related ARC(s): 8053B, 1780CThese rules are intended to implement Iowa Code sections 256.7, 256.16 and 272.25(1).
Related ARC(s): 8053B, 0476C, 1117C, 1434C, 1780C, 2948C, 4620C