Ed 600

CHAPTER Ed 600 APPROVAL OF PROFESSIONAL PREPARATION PROGRAMS

Statutory Authority: RSA 186:11, X; RSA 21-N:II(r)

PART Ed 601 DEFINITIONS

Ed 601.01 Definitions.

(a) "Alternative 1 program" means a Professional Educator Preparation Programs (PEPP) approved by the state board under Ed 505.01.

(b) “Appeal process” means the process an institution shall take to appeal a non-approval designation on its accreditation status.

(c) “Assessment system” refers to the system used by an institution to assess and evaluate program(s) and candidates. The term includes the processes and instruments used by an institution’s PEPP to collect, synthesize, and evaluate data for the purpose of continuous improvement.

(d) “Baccalaureate program” means a program that leads to a bachelor’s degree.

(e) “Candidate” means a student who is enrolled in a PEPP for the purpose of acquiring New Hampshire educator certification.

(f) “Candidate assessment” means the processes by which a PEPP monitors and evaluates the acquisition of knowledge, skills, and dispositions by each candidate as a candidate progresses through a PEPP.

(g) “Certification” means a credential from the state of New Hampshire, which is based on completion of appropriate tests and any other requirements for the credential.

(h) “Certification officer” is the individual or the designee, identified by the IHE for the New Hampshire department of education, who verifies completion of PEPP(s) by certification candidates.

(i) “Clinical experiences” are ongoing opportunities that immerse candidates in the learning community enabling them to develop and demonstrate competence in the professional role for which they are preparing.

(j) “Commissioner” means the commissioner, New Hampshire department of education.

(k) “Competency” means mastery of learning outcomes based on standards defined in Ed 609-Ed 610 and Ed 614 as appropriate.

(l) “Conversion program” means a program that can lead to a graduate degree but requires candidates to already possess a bachelor’s degree upon entry into the program.

(m) “Cooperating practitioner” means an educator or professional in a field-placement site who makes an agreement with an institution to mentor, in a classroom or other field experience setting, one or more candidates in an early or culminating field experience.

(n) “Core competencies” means the competencies delineated in Ed 609 General Education Studies.

(o) “Curriculum” means the structure and design of coursework and other learning experiences which a PEPP provides for each candidate to gain the knowledge and skill required by the applicable educator program standards.

(p) “Department” means the New Hampshire department of education.

(q) “Director” means the director of the division of program support.

(r) “Dispositions” mean the personal qualities or characteristics that are possessed by an educator, including attitudes, interests, appreciations, values, commitments, professional ethics, and modes of adjustment which strongly influence the impact the educator will have on student learning, motivation, and development.

(s) “Division” means the division of program support, New Hampshire department of education.

(t) “Diversity” refers to ethnicity, race, socio-economic status, gender, exceptionalities, language, learning styles, religion, sexual-orientation, and geographical area.

(u) “Educator” means any individual whose position requires certification by the state board pursuant to RSA 189:39. The term includes administrators, specialists, and teachers.

(v) “Educator program standards” means the requirements of Ed 609, Ed 610, Ed 611, Ed 612, and Ed 614.

(w) “Evidence” means everything provided by an institution that is used to determine or demonstrate the truth of claims made about the institution’s program assessment system.

(x) “Facilitation” is the act of assisting or making easier the progress, improvement and ownership of student learning in traditional and non-traditional environments.

(y) “Field experience” means an internship, practicum, or other professional experience, when arranged as part of a PEPP.

(z) “Field experience coordinator” means a faculty member or designee who is responsible for coordinating and managing a candidate’s field experience.

(aa) “Field experience supervisor” means a person designated by the PEPP to supervise and evaluate a candidate during the culminating field experience.

(ab) “Focused review” means monitoring based on PEPP progress in implementing the action steps resulting from a program approval visit.

(ac) “Institution(s)” means a college, university, or other educational agency of higher education which is accredited.

(ad) “Institutional coordinator” means the person designated by an institution responsible for ensuring that there are structures, processes, and procedures in place to provide oversight and coordination of all PEPP(s) at the institution.

(ae) “Mastery” is a high level of demonstrated proficiency with regard to a competency.

(af) “Memorandum of understanding” is a written agreement between the institution of higher education and NHDOE that provides guidance for all participants in the program approval process.

(ag) “National accreditation” means approval from a NHDOE accepted national accrediting agency for educator preparation programs.

(ah) “New Hampshire council for teacher education (NHCTE)” means the advisory body established in RSA 190:1.

(ai) “Pedagogical” means relating to the art of facilitating learning.

(aj) “Post-baccalaureate program" means a program, including but not limited to a conversion program, that can lead to a graduate degree but requires a candidate to already possess a bachelor’s degree upon entry into the post-baccalaureate program.

(ak) “Principal administrator” means the chief administrative officer of an institution.

(al) “Program administrator” means the person(s) at an institution responsible for administration of the PEPP(s) undergoing review.

(am) “Program approval coordinator” means the person at an institution who is responsible for preparing for a program approval review and the main contact person for the state department of education during the PEPP approval process.

(an) “Progress report” means a narrative describing action steps taken and planned toward meeting unmet standards as identified during the program review.

(ao) “Professional educator preparation program” (PEPP) means a program approved by the state board under Ed 600 that is offered at an institution in New Hampshire for the purpose of preparing educators, including teachers, specialists, and administrators, for certification by the state of New Hampshire through the alternative 1 program process.

(ap) “Professional community” means those educators who participate and collaborate in the preparation of educators, including but not limited to PEPP faculty, content area faculty, pk-high school personnel, and professional organizations involved in developing a program assessment system.

(aq) “Reactor” means a member of the NHCTE who reviews the final report for recommendations under options one-4 and gives their feedback.

(ar) “Resources” means the assets provided by an institution to continuously support all aspects of a PEPP.

(as) “Review” means the process that occurs in cooperation with a PEPP for the purpose of making a recommendation on program approval with regard to program approval and reaccreditation.

(at) “Review visit” may refer to an on-site visit, an electronic review, or a hybrid version.

(au) “Self-assessment report” means a description of the processes conducted continuously by an institution which serves as an analysis of the progress of a program toward meeting the state standards for a PEPP.

(av) “Specialist or administrator area” means the area in which certification is granted to a person who has successfully completed an Ed 614 certification program in a PEPP in accordance with the requirements in Ed 600.

(aw) “State board” means the state board of education created by RSA 21-N:10.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss by #8024, eff 7-1-04; ss by #8229, eff 12-17-04; ss by #10295, eff 3-22-13

PART Ed 602 PROCEDURES FOR APPROVAL

Ed 602.01 Scope of Approval Process. An institution shall request approval for professional educator preparation programs through which it prepares education candidates for certification in New Hampshire under Ed 505.01, taking into consideration the recommendation, if any, from the NHCTE, to review and make approval recommendations to the state board for action.

Source. #2055, eff 6-16-82; amd by #2189, eff 12-1-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90, EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss by #8194, eff 10-26-04; ss by #10295, eff 3-22-13

Ed 602.02 Evaluation Requirements. Each institution that offers one or more PEPPs shall have in place an assessment system and continuous improvement data cycle that evaluates the curriculum, learning facilitation, assessment processes and resources for the institution’s PEPP that enable the oversight and coordination for the preparation of effective educators as described in Ed 609 and Ed 610.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.01); ss by #10295, eff 3-22-13

Ed 602.03 Demonstrated Competencies. To promote the learning of all NH students, each PEPP shall require every graduate of the PEPP to demonstrate evidence of the competencies in Ed 609, Ed 610, and relevant sections of Ed 612 or Ed 614 at the level determined for a beginning educator within each endorsement area.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.02); ss by #10295, eff 3-22-13

Ed 602.04 Approval Requirement.

(a) The NHCTE shall design a rigorous review process for consistency by each category and a training process to be administered prior to each PEPP review visit.

(b) There shall be 4 options of PEPP considered for approval:

(1) Option 1., review of a currently approved PEPP at an institution that is seeking an additional term of state board approval for the program;

(2) Option 2., review of a proposed new PEPP, not currently approved, that is to be offered at an institution that does not have any approved PEPPs;

(3) Option 3., review of a proposed additional PEPP, not currently approved, that is to be offered at an institution that currently has one or more other state board approved PEPP(s); and

(4) Option 4., review of an institution that has sought national accreditation for one or more of their PEPPs.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.03); ss by #10295, eff 3-22-13

Ed 602.05 Application Fees for Program Approval. The application fee as set forth in Table 602-1 below shall be submitted to the department along with the completed request for a review:

Table 602-1 Program Approval Fee Schedule

Type	Description	Fee Charged	Limit per application
(Option 1)	The approval of an existing approved PEPP(s) at an institution with approved program(s)	$500.
(Option 2)	A proposed new program(s) at an institution without any approved programs	$500.
(Option 3)	The approval of a proposed additional PEPP at an institution with an approved PEPP(s)	$100 for each proposed PEPP,	not to exceed $500 for a single application.
(Option 4)	Approval of a PEPP that has achieved national accreditation	$50 for each PEPP,	not to exceed $250 per institution application.

(a) The procedure to request a review shall be used when requesting approval under Options 1- Options 4in Ed 602.06-Ed 602.09.

(b) Each institution shall provide the following information as specified below:

(1) Institution requesting review;

(2) Institutional program coordinator;

(3) Coordinator's title;

(4) Phone Number;

(5) Institution mailing address;

(6) Street address;

(7) City;

(8) State;

(9) Zip code;

(10) Type of review requested;

(11) Dates for the review;

(12) The program or programs for which approval is sought;

(13) Signature of applicant requesting on-site review;

(14) Title of applicant;

(15) Applicant telephone number; and

(16) Date signed.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.04); ss by #10295, eff 3-22-13

Ed 602.06 Option 1.

(a) Option 1 shall be the review of a currently approved PEPP at an institution that is seeking an additional term of state board approval for existing PEPP(s) which results in one of the following:

(1) Approval for up to and not to exceed 7 years;

(2) Conditional approval for up to and not to exceed 7 years with the following:

a. Submission and approval by NHCTE of a progress report made on program approval standards not previously met; and

b. Review by division director or designee focusing on progress made on program approval standards not previously met; or

(3) Non-approval.

(b) Timelines for the review process of a PEPP under option 1 shall be:

(1) No later than 18 months prior to expiration of the approval period of the PEPP, the department shall notify the institutional coordinator and the principal administrator of the PEPP(s) that the program(s) are due for re-approval. The department shall provide the institutional coordinator with the review date request form, and information regarding the required fee;

(2) At least 17 months prior to the date program approval expires and no later than 12 months prior to a review, the institutional coordinator shall provide the department with a completed review date request form and the application fee;

(3) At least 15 months prior to the date program approval expires and no later than 12 months prior to a review, the department shall schedule with the institutional coordinator and the principal administrator a pre-site visit and shall provide the institutional coordinator with guidance for the development of a PEPP self-assessment report;

(4) At least 12 months prior to the date program approval expires, the NHCTE will select one or 2 chairs determined by the size of the institution for the review team;

(5) Within 2 weeks upon selection by the NHCTE, the department shall notify the institutional coordinator and the principal administrator of the review dates and the name(s) and address(es) of the team chair(s). No later than 11 months prior to a review, the review team chair(s) shall meet with the institution to establish a memorandum of understanding (MOU) related to the elements, design, and access procedures of the PEPP’s assessment system;

(6) At least 10 months prior to the date of review visit, the department shall identify individuals to serve on the review team. The department shall notify the program approval coordinator of the applicant PEPP of the members of the review team within 2 weeks of such appointment. The institution shall have 2 weeks after receipt of this notification to concur or suggest additional and/or alternative review team members;

(7) At least 2 months prior to the visit, the department shall provide the team with training, guidance and tools, including an electronic review team template, for reviewing and evaluating evidence;

(8) At least 6 weeks prior to the visit, the director or designee shall electronically provide the review team with the following:

a. Guidance for electronic access to the institution’s self-assessment report; and

b. Completed PEPP matrices;

(9) At least 4 weeks prior to the visit, the review team chair(s) and the department shall establish with the institutional coordinator a review team schedule, including but not limited to:

a. Appointments with individuals or groups to be interviewed;

b. Classes and field-placement sites to be visited;

c. Work times for the team;

d. Specified time for team members to discuss issues and questions with the co-chairs;

e. Closing meeting time with the institution; and

f. Information on lodging, parking, directions to the institution, and meals; and

(10) If the institution fails to meet defined timelines, the institution’s review visit may be deferred and the institution shall request an extension of time pursuant to Ed 602.12.

(1) A description of the process by which the institution gathers, evaluates and uses data for quality candidate assessment and continuous program improvement;

(2) An explanation of the system through which each PEPP evaluates progress toward preparing quality candidates for professional practice based on the competencies in Ed 609, Ed 610, and either Ed 612 or Ed 614 and the review elements for each PEPP;

(3) A completed NHCTE approved matrix for each PEPP for which the institution is seeking approval; and

(4) A copy of the previous PEPP reaccreditation final review team visit report and any additional progress reports submitted to the department that defined progress toward meeting unmet standards as well as steps the institution has taken to move toward implementation of the standards.

(d) The institution, through the program approval coordinator, may request that any proposed review team member, identified in (b)(6), not serve as a reviewer, on the basis of one or both of the following concerns:

(1) Conflict of interest; or

(2) Capacity to complete the work.

(e) The department shall be responsible for final decisions regarding the review team membership.

(f) In addition to any chair(s) selected by the NHCTE under (b)(4) above, a review team shall consist of one or both of the following specialist(s) in the curriculum area(s) to be reviewed:

(1) Faculty member from an education department of another in or out of state institution(s); and

(2) Professionals representing education at the pk-12 levels.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.05); ss by #10295, eff 3-22-13

Ed 602.07 Option 2.

(a) Option 2 shall be the review of a proposed new PEPP, not currently approved, that is to be offered at an institution that does not have any approved PEPPs which results in one of the following:

(1) Approval for up to and not to exceed 3 years;

(2) Conditional Approval for up to and not to exceed 3 years with the following conditions:

a. Submission and approval by NHCTE of a progress report made on program approval standards not met; and

b. Review by division director or designee focusing on progress made on program approval standards not met; or

(3) Non-approval.

(b) The process for program review under Option 2 shall be as follows:

(1) The institution shall submit a NHCTE approved form for a program proposal to the department and the NHCTE;

(2) The department shall offer technical assistance and provide the institution coordinator with a copy of the relevant standards and guidance for the development of a PEPP self-assessment report;

(3) The NHCTE will select one chair for the review team and the department shall identify a qualified reviewer. The department shall notify the program approval coordinator for the applicant PEPP of the composition of the review team within 2 weeks of such appointment. The institution shall have 2 weeks after receipt of this notification to concur or suggest additional and/or alternative review team members;

(4) When the institution notifies the department that all required materials are compiled and ready, the department shall provide the reviewer with training, guidance and tools, including an electronic review team template, for reviewing and evaluating evidence;

(5) Within at least 2 weeks of this notification, the program approval coordinator shall electronically provide the reviewer and chair with the following:

a. Guidance for electronic access to the institutional self-assessment report, and

b. Completed PEPP matrix;

(6) Within at least 2 weeks, the team shall report to NHCTE with:

a. An initial recommendation; or

b. A request for a one day on-site visit; and

(7) If the institution fails to meet defined timelines, the institution’s review visit may be deferred and the institution shall request an extension of time pursuant to Ed 602.12.

(1) A description of the process by which the institution will gather, evaluate, and use data for quality candidate assessment and continuous program improvement;

(2) A completed NHCTE approved matrix for the proposed PEPP for which the institution is seeking approval; and

(3) An explanation of the system through which the proposed PEPP shall evaluate progress toward preparing quality candidates for professional practice based on the competencies in Ed 609, Ed 610, Ed 612 or Ed 614 and the review elements for a PEPP.

(d) The institution, through the program approval coordinator, may request that any proposed review team member identified in (b)(3) not serve as a reviewer, on the basis of one or both of the following concerns:

(1) Conflict of interest; or

(2) Capacity to complete the work;

(e) The department shall be responsible for final decisions regarding the review team membership.

(f) NHCTE shall consider the recommendations under option 2 as follows:

(1) In the case of (b)(6)a. above:

a. Prior to the first available regularly scheduled NHCTE meeting, an NHCTE member who has been selected to serve as reactor shall become familiar with the PEPP description and closely review the final review team report; and

b. At least 2 weeks before the first available regularly scheduled NHCTE meeting, the department shall invite the review team chair, the program approval coordinator, and additional representatives designated by the applicant institution's principal administrator to attend the meeting; and

(2) In the case of (b)(6)b. above, a one day visit shall be scheduled at the earliest convenience of the review team and the institution.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.06); amd by #8264, eff 1-22-05; ss by #10295, eff 3-22-13

Ed 602.08 Option 3.

(a) Option 3 shall be the review of a proposed additional PEPP, not currently approved, that is to be offered at an institution that currently has one or more other state board approved PEPP(s) which results in one of the following:

(1) Approval for up to and not to exceed 3 years;

(2) Conditional approval for up to and not to exceed 3 years with the following conditions:

a. Submission and approval by NHCTE of a progress report made on program approval standards not previously met; and

b. Review by division director or designee focusing on progress made on program approval standards not previously met; or

(3) Non-approval.

(b) Timelines and the review process of a proposed PEPP under option 3 shall be:

(1) The institution shall submit a NHCTE approved form for a program proposal to the department and the NHCTE;

(2) The department shall offer technical assistance and provide the institution coordinator with a copy of the relevant standards and guidance for the development of a PEPP self-assessment report;

(3) The NHCTE shall select from its members one chair for the review team and the department shall identify a qualified reviewer. The department shall notify the program approval coordinator of the applicant PEPP of the members of the review team within 2 weeks of such appointment. The institution shall have 2 weeks after receipt of this notification to concur or suggest additional and/or alternative review team members;

(5) Within at least 2 weeks of this notification, the program approval coordinator shall provide the reviewer and chair with the following:

a. Guidance for electronic access to the institution’s self-assessment report, and

b. Completed PEPP matrix;

(6) Within at least 2 weeks, the team shall report to NHCTE with:

a. An initial recommendation; or

b. A request for a one day on-site visit; and

(7) If the institution fails to meet defined timelines, the institution’s review visit may be deferred and the institution shall request an extension of time pursuant to Ed 602.12.

(1) A completed NHCTE approved matrix for the proposed PEPP for which the institution is seeking approval;

(2) An explanation of the system through which the proposed PEPP shall evaluate progress toward preparing quality candidates for professional practice based on the competencies in Ed 609, Ed 610, Ed 612 or Ed 614 and the review elements for a PEPP; and

(3) A copy of the previous PEPP reaccreditation final review team visit report and any additional progress reports submitted to the department that defined progress toward meeting unmet standards as well as steps the institution has taken to move toward implementation of the standards.

(1) Conflict of interest; or

(2) Capacity to complete the work.

(e) The department shall be responsible for final decisions regarding the review team membership.

(f) NHCTE shall consider the recommendations under option 3 as follows:

(1) In the case of (b)(6)a. above:

a. Prior to the first available regularly scheduled NHCTE meeting, 2 NHCTE members who have been selected to serve as reactors shall become familiar with the PEPP description and closely review the final review team report; and

b. Within 2 weeks before the first available regularly scheduled NHCTE meeting, the department shall invite the review team, the program approval coordinator, and additional representatives designated by the applicant institution's principal administrator to attend the meeting; and

(2) In the case of (b)(6)b. above, a one day visit shall be scheduled at the earliest convenience of the review team and the institution.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.07); ss by #10295, eff 3-22-13

Ed 602.09 Option 4.

(a) Option 4 shall be the review of institutions that have received national accreditation for individual PEPPs which results in the approval for up to and not to exceed the national accreditation expiration date.

(b) Timelines for the Review Process of PEPP(s) with full approval for national accreditation shall be:

(1) No later than 18 months prior to expiration of the national accreditation of the PEPP(s), the department shall notify the institutional coordinator and the principal administrator of the PEPP(s) that the program(s) are due for re-approval. The department shall provide the institutional coordinator with information regarding the required fee; and

(2) At least 17 months prior to the date PEPP approval expires and no later than 12 months prior to a review, the institutional coordinator shall provide the department with the application fee and verification of national accreditation.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.08); ss by #10295, eff 3-22-13

Ed 602.10 Review Report and Approval Recommendations.

(a) The review process team members’ draft reports and approval recommendations under option 1-4 shall include the following:

(1) Each reviewer shall:

a. Conduct a review of the PEPP’s assessment system and evidence that demonstrates how their candidates meet Ed 610 and descriptive in Ed 612 or Ed 614;

b. Consult with review team chair(s) if the evidence provided is not conclusive or is open to interpretations;

c. Write a summary of findings, including strengths of the PEPP and areas of concern;

d. Submit to the team chair(s) a completed reviewer matrix and a draft report which includes a recommendation regarding the approval category for each PEPP the team member is responsible for reviewing; and

e. Submit documentation supporting the recommendation;

(2) The review team chair(s) shall review the institution self-assessment report, the team member matrices and summary reports to:

a. Assess the processes that are used to monitor the extent to which the assessment systems demonstrate compliance with Ed 609 and Ed 611; and

b. Identify any patterns, trends, or deficiencies which suggest a need for program improvement in the program components that help the institution candidates meet Ed 610;

(3) Only evidence submitted by the PEPP during the review period or visit shall be considered by the review team during the approval process; and

(4) Each chair and team member shall submit to the department a complete, signed approval recommendation form for each PEPP reviewed.

(b) The draft review team report shall be prepared, reviewed and revised as follows:

(1) Within 3 weeks following the review, the chair(s) of the review team and the department shall review, compile and edit team member summaries, and the chair will either:

a. Indicate concurrence with the observations and recommendations; or

b. Suggest modifications in writing;

(2) Within 5 weeks following the review the department shall send a draft review team report to the institution for an assessment on accuracy of content;

(3) The institution shall return the team report to the chair(s) within 2 weeks of receipt; and

(4) Within 2 weeks after the institution has reviewed the report, the chair(s) and the department shall review the institution’s assessment on accuracy of content, then complete the team report for submission to the NHCTE.

(1) Once the NHCTE completes the review, the final review team report with team recommendations shall be considered at the first available regularly scheduled NHCTE meeting;

(2) The process for consideration of the report shall be as follows:

b. Within 2 weeks before the first available regularly scheduled NHCTE meeting, the department shall invite the following to attend the meeting:

1. The review team chair(s);

2. The program approval coordinator; and

3. Additional representatives designated by the applicant institution's principal administrator;

(3) At the NHCTE meeting, the following steps shall be followed:

a. Review team chair(s) shall compile and summarize the final review team report, including approval recommendation(s) for each PEPP reviewed and the rationale for approval recommendation(s);

b. Following the review team chairs’ presentation, only the reactors shall ask clarifying questions of the institutional representatives and team chairs; and

c. After the question and answer session described in b. above, any member of the NHCTE may ask clarifying questions;

(4) Following the question and answer session described in (3) above the NHCTE shall vote on its recommendation(s) regarding program approval to the state board;

(5) The department shall share with the institution the next steps in the process; and

(6) The NHCTE shall submit its recommendations through the department to the state board. The NHCTE may accept the review team’s report or propose approval recommendations different from those made by the review team. Such recommendations shall be accompanied by a written explanation to be submitted to the state board.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.09); ss by #10295, eff 3-22-13

Ed 602.11 Department Responsibility. If the NHCTE is unable to perform the functions described above, the commissioner or designee shall:

(a) Establish the review dates;

(b) Appoint 2 chairs of the review team;

(d) Provide technical assistance to the PEPP regarding the review process;

(e) Coordinate review logistics;

(f) Coordinate the review;

(g) Complete the final team report;

(h) Perform all functions relating to the review; and

(i) Make a recommendation to the state board regarding approval.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.10); ss by #10295, eff 3-22-13

Ed 602.12 Time and Expiration Date Extension Request.

(a) At least 6 weeks prior to the visit, the director or designee shall determine whether the institution has provided sufficient evidence for the review to proceed as scheduled as follows:

(1) If yes, the process will continue; and

(2) If no, the institution shall request an approval expiration date extension.

(b) If the institution fails to request an extension prior to expiration of approval, the institution’s PEPP(s) whose approval has expired shall become unapproved.

(c) If an institution anticipates that it will need an extension of time to prepare for an anticipated review date for a program eligible for reapproval, the institutional coordinator may request an extension in accordance with (d) or (f) below.

(d) If the NHCTE has agreed to conduct the review for reapproval of a PEPP, a request for an extension shall be received at least 2 weeks before a regularly scheduled meeting of the NHCTE and at least 3 weeks before a regularly scheduled state board meeting and anticipated review date.

(e) The NHCTE and director or designee shall comply with the following procedures:

(1) The department shall provide a copy of the request to the NHCTE, at least one week prior to its regularly scheduled meeting;

(2) At the meeting, any member of the NHCTE may ask representatives of the department or institution clarifying questions;

(3) Following the question and answer session described in (e)(2) above, the NHCTE shall vote on its recommendation regarding the extension; and

(4) The NHCTE shall submit its recommendation through the department to the state board.

(f) If the NHCTE has not agreed to conduct the review for reapproval of a PEPP, a request for an extension shall comply with the following procedures:

(1) The request for extension shall be received at least one week prior to the next regularly scheduled state board meeting and at least one week prior to the scheduled review date; and

(2) The department shall make a recommendation to the state board at the state board meeting regarding the request for extension.

(g) The state board shall consider the request for extension and shall grant the request if the state board determines that, without the extension, a review team visit would be premature because one or more of the following conditions exist:

(1) The institution has experienced significant changes in the oversight and coordination of PEPP(s) at the institution or in personnel involved in the PEPP(s) including, but not limited to, cuts in personnel or the existence of vacant positions;

(2) Financial conditions at the institution to prepare for the review team visit;

(3) During the PEPP’s approval period, there have been state or federal requirements imposed on the institution that have resulted in the institution’s inability to prepare on time for the review team visit; or

(4) The institution has experienced an unexpected and unpreventable situation that has resulted in an inability to prepare on time for the review team visit.

(h) The department shall communicate all state board extension request decisions in writing to the principal administrator, the institutional coordinator, and the program approval coordinator.

(i) If the recommendation by the division director to the state board is substantively different from the recommendation by the NHCTE regarding a request for extension, the department shall notify, in writing, the NHCTE and the institution.

(j) When the state board approves an extension, the state board shall set a new expiration date for the program approval. The program approval shall not expire before the date of the state board meeting when the state board takes action on the final review team report.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.11); ss by #10295, eff 3-22-13

Ed 602.13 Progress Reports.

(a) Each PEPP that receives approval with conditions shall develop a progress report. The department shall provide guidance and a template for completing a progress report. This report shall be submitted to the department within 6 months of a state board approval decision. It shall be reviewed by the NHCTE for information purposes only.

(b) Each PEPP that receives conditional approval shall develop a progress report. The NHCTE shall specify, in the approval motion, specific contents and timelines for the progress report.

(c) The department shall provide guidance and a template for completing a progress report which shall contain at least the following:

(1) Concerns mentioned in the conditional approval motion;

(2) Subsequent actions to address these concerns; and

(3) Updated and completed matrix for cited PEPP(s);

(d) Upon submission of the progress report to the NHCTE, the appropriate team member from the most recent review will be contacted to review the progress report.

(e) The department, in consultation with the original review team chair(s), may designate a substitute if the:

(1) Institution raises the issue of unfairness; or

(2) Original reviewer is unable or unwilling to respond to the progress report;

(f) At the first available regularly scheduled NHCTE, both the progress report and the team

member’s subsequent review will be considered.

(g) The NHCTE will then vote to:

(1) Accept the progress report but continue the conditional approval with specific concerns; or

(2) Accept the progress report and recommend, through the department to the state board, a motion for full approval.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.12); ss by #10295, eff 3-22-13

Ed 602.14 Substantive Program Changes during the Approval Period.

(a) Technical assistance in making a determination of substantive change shall be available to the institution through the department or the NHCTE.

(b) A PEPP shall report to the department and the NHCTE any substantive changes that have the potential to significantly affect the ability of the PEPP to ensure that candidates can successfully meet the certification standards for which the PEPP is designed.

(c) An institution shall inform the department and NHCTE of substantive program changes during the term of approval in writing by submitting a Substantive Change Report to the department using one or more of the following criteria:

(1) Changes in the PEPP’s face-to-face delivery system to primarily on-line delivery;

(2) Changes beyond those indicated by the assessment system for continuous improvement; or

(3) Elimination of a PEPP.

(d) If the department and NHCTE determine that the changes affect the terms or conditions of the original approval of the program because the original approval is no longer applicable to the revised program, the department shall require the submission of a detailed report on how the changes impact candidate preparedness for professional practice which shall result in one of the following:

(1) Retain approval through the existing expiration date; or

(2) Use the process for PEPP approval under Option 1, 2 or 3.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.13); ss by #10295, eff 3-22-13

Ed 602.15 Action by State Board; Appeal.

(a) At least 2 weeks in advance of the state board meeting, the department shall send written notice of this meeting to:

(1) The institution coordinator;

(2) The program approval coordinator; and

(3) The institution’s principal administrator or designee.

(b) The state board shall review the recommendations and the final review team report and determine, the official program approval status.

(c) The state board shall vote for approval in accordance with the categories and approval periods in Ed 602.06, Ed 602.07, Ed 602.08, and Ed 602.09 or for non-approval, and request for extension in Ed 602.12(f) as follows:

(1) Approval for up to and not to exceed 7 years which means that the PEPP meets and continues to meet all relevant requirements of Ed 600;

(2) Conditional approval for up to and not to exceed 7 years with the following:

a. Submission and approval by NHCTE of a progress report made on program approval standards not previously met; and

b. Review by division director or designee focusing on progress made on program approval standards not previously met; or

(3) Non-approval which means the PEPP does not meet the relevant requirements of Ed 600.

(d) All interested parties shall be notified of the board's final decision in writing and provided with a copy of the decision by mail within 10 days after the date such decision is made, including:

(1) The principal administrator;

(2) The institutional coordinator; and

(3) The program approval coordinator.

(e) For all decisions of the state board, the following procedures shall apply:

(1) The state board shall provide the institution with a description of the procedures for a rehearing in accordance with Ed 213.02;

(2) All appeals of final action by the state board shall be taken in accordance with RSA 541; and

(3) An administrative decision of the board shall be considered final:

a. Thirty days after the decision, if there is no request for rehearing in accordance with Ed 213.02; or

b. At the conclusion of action required by Ed 213.02.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.14); ss by #10295, eff 3-22-13

Ed 602.16 Maintaining Records.

(a) The department shall keep on file for at least 10 years a PEPP's self-assessment, the final review team report, the review team report with recommendations of the NHCTE, program improvement plans, and a record of the actions of the state board.

(b) A PEPP preparing educators shall keep records regarding candidates and program approval for at least 10 years.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.15); ss by #10295, eff 3-22-13

Ed 602.17 System of Notification.

(a) The department shall implement an on-going system of notification to each institution with at least one PEPP regarding changes in administrative rules related to program approval.

(b) Notification and implementation guidance shall be sent to both the institution’s designated contact person and the certification officer.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss and moved by #8194, eff 10-26-04 (formerly Ed 602.16); ss by #10295, eff 3-22-13

PART Ed 603 STANDARDS FOR PROFESSIONAL EDUCATOR PREPARATION PROGRAMS AT THE BACCALAUREATE AND POST-BACCALAUREATE LEVELS

REVISION NOTE:

Document #6048, effective 6-2-95, made extensive changes to the wording, format, structure, and numbering of rules in Part Ed 603. Under Document #6048, Ed 603.01 has a new title and the former Parts Ed 603.01 through Ed 603.04 have been renumbered as Ed 603.02 through Ed 603.05. Document #6048 supersedes all prior filings for the sections in this part. The prior filings for former Part Ed 603 include the following documents:

#2055, eff 6-16-82

#2714, eff 5-16-84, EXPIRED 5-16-90

#4851, eff 6-25-90

Ed 603.01 Curriculum at the Post-Baccalaureate and Baccalaureate Levels.

(a) A PEPP at the baccalaureate or post-baccalaureate level shall systematically assess how well the program provides the curriculum necessary to ensure that an individual who completes the PEPP can demonstrate the competencies in the certification standards for the certification(s) sought by the candidate.

(b) In order to comply with (a), the curriculum shall provide sufficient studies and experiences in the following standards that apply to all certification area(s) for which the PEPP is designed:

(1) The general education studies requirements of Ed 609;

(2) The professional education requirements of Ed 610;

(3) The area of concentration requirements of Ed 611;

(4) The specific program preparation requirements of Ed 612; and

(5) The graduate, specialist, or administrator preparation program requirements of Ed 614.

Source. (See Revision Note at part heading for Ed 603) #6048, eff 6-2-95; rsvd by #6366, eff 10-30-96

New. #10295, eff 3-22-13

Ed 603.02 Requirements for Program of Study.

(a) A PEPP shall provide a candidate with a program of study that is developmental and sequenced, and incorporates 21st century practices which meet the requirements under Ed 500 and Ed 600.

(b) A program of study shall:

(1) Allow a candidate multiple and varied opportunities to develop the knowledge, skills, and dispositions encompassed in the New Hampshire educator certification standards in Ed 500 that apply to each of the certification areas for which a program is designed; and

(2) Be designed to enable a candidate to demonstrate the competencies required under Ed 609, Ed 610, Ed 612 and Ed 614 relevant to the certification area for which the program is designed.

(d) Experiences shall include multiple and varied early and culminating field experiences that are substantive and prolonged, as indicated in Ed 604.04 through 604.08.

Source. (See Revision Note at part heading for Ed 603) #6048, eff 6-2-95; ss by #6366, eff 10-30-96; ss by #8194, eff 10-26-04; ss by #10295, eff 3-22-13

Ed 603.03 Development of Curriculum.

(a) The PEPP shall develop a research-based, responsive, and timely curriculum to improve learning opportunities and achievement for pk-12 learners.

(b) A PEPP’s curriculum shall be aligned with the PEPP's mission, goals, objectives, and conceptual framework for professional educator preparation.

(c) The curriculum builds upon the candidates’ cognitive development, reflective judgment, and functioning at higher conceptual levels.

(d) A curriculum shall be developed through review of institutional data and current research on best practices.

(e) An institution shall systematically seek input from the professional community during curriculum development.

Source. (See Revision Note at part heading for Ed 603) #6048, eff 6-2-95; ss by #6366, eff 10-30-96; ss by #8194, eff 10-26-04; ss by #10295, eff 3-22-13

PART Ed 604 LEARNING FACILITATION STANDARDS FOR PROFESSIONAL EDUCATOR PREPARATION PROGRAMS AT THE BACCALAUREATE AND POST-BACCALAUREAT LEVELS

Ed 604.01 Learning Facilitation at the Post-Baccalaureate and Baccalaureate Levels.

(a) A PEPP at the baccalaureate or post-baccalaureate level shall systematically assess how well the program provides the facilitation necessary to ensure that an individual who completes the PEPP can demonstrate the competencies in the certification standards for the certification(s) sought by the candidate.

(b) In order to accomplish this, the facilitation shall provide each candidate with multiple opportunities to engage in a variety of meaningful learning experiences, effective practices, and guided reflection that support his or her intellectual, professional, and personal development, so the candidate can demonstrate mastery of the following standards that apply to the certification area(s) for which the PEPP is designed:

(1) The general education requirements of Ed 609;

(2) The professional education requirements of Ed 610; and

(3) The specific program preparation requirements of:

a. Ed 612; or

b. Ed 614.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4487, eff 9-8-88; ss by #4851, eff 6-25-90; ss by #6048, eff 6-2-95; ss by #6366, eff 10-30-96; ss by #6823, eff 9-1-98; ss by #8194, eff 10-26-04; ss by #10295, eff 3-22-13

Ed 604.02 Quality and Evaluation of Learning Facilitation. An institution and PEPP that prepares educators shall systematically assess and analyze their needs and provide or adjust for adequate personnel, including administration, faculty, and staff necessary to ensure:

(a) Institution faculty and cooperating practitioners can communicate about and model high quality learning facilitation that is current, effective, research-based, and learner centered;

(b) Faculty associated with PEPP’s are aware of the cultural reality of schools;

is evaluated systematically using clearly articulated, written criteria;

(d) Recruitment of diverse faculty to teach pedagogical methods or supervise candidates who:

(1) Possess academic credentials and have experiences appropriate for his or her role in preparing educators;

(2) Model pedagogical, specialist area, or administrator practices shown to be effective in

pk-12 schools; and

(3) Provide learning opportunities that enable the candidate to acquire and reflect on the

relevant knowledge, skills, and dispositions required by the PEPP in which the candidate is enrolled; and

(e) Workload assignments take into consideration all of his or her required duties and responsibilities;

(f) Appropriate counsel, advice, and support for candidates in a PEPP(s) with regard to academics and employment; and

(g) Sufficient support to all faculty, staff, and cooperating practitioners for professional development related to their roles in preparing and mentoring candidates, including the granting of promotional credit and or tenure for collaboration with pk-12 schools.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; ss by #6048, eff 6-2-95; ss by #6366, eff 10-30-96; ss by #8194, eff 10-26-04; ss by #10295, eff 3-22-13

Ed. 604.03 Requirements for Cooperating Practitioner. Each PEPP shall assess and ensure that cooperating practitioners:

(a) Have a credential under Ed 507 in the content, specialist, or administrator area in which the practitioner mentors the candidate;

(b) Have experience with at least 3 years as a certificate holder under Ed 507, or as a certified professional in another state, with experience in public schools, in the content, specialist, or administrator area in which the practitioner mentors the candidate;

(d) Model high quality learning facilitation that results in student learning; and

(e) Are recommended by their peers, administrators, or institution faculty and staff.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; ss by #6048, eff 6-2-95; ss by #6366, eff 10-30-96; ss by #6823, eff 9-1-98; ss by #8194, eff 10-26-04; ss by #10295, eff 3-22-13

Ed 604.04 Field Experiences.

(a) PEPP shall design varied field experiences that require candidates to interact with diverse learners, in diverse settings, and that are designed to help candidates integrate the requirements of Ed 609 and Ed 610 as well as the skills, knowledge and dispositions related to their area of endorsement.

(b) There shall be written agreements between field-placement sites that are committed to simultaneous review and reform of education and which:

(1) Make explicit the roles and responsibilities of the PEPP and the field-placement sites;

(2) Include the expectations for the PEPP and the field placement site;

(3) Articulate methods for solving problems which might arise; and

(4) Prescribe a procedure for modifying the agreement itself.

Source. #10295, eff 3-22-13

Ed 604.05 Early Field Experiences.

(a) Early field experience(s) shall require candidates to engage in a variety of experiences related to their content, specialist, or administrator area(s) for which the PEPP is designed.

(b) Each PEPP designed to lead to certification in a particular Ed 612 content area(s) shall require each candidate to participate in guided early field experience(s) before participating in a culminating field experience.

(c) Each PEPP designed to lead to certification in a particular Ed 614 specialist or administrator area(s) shall require each candidate to account for an early field experience before participating in a culminating field experience.

Source. #10295, eff 3-22-13

Ed 604.06 Requirements for the Culminating Field Experience.

(a) The PEPP shall require that each candidate successfully complete a sustained, and cohesive culminating field experience with sufficient opportunities to demonstrate the ability to acceptably perform the competencies described in Ed 610 and either Ed 612 or Ed 614.

(b) The culminating field experience shall require the candidate to assume the range of teaching or specialist or administrator area activities, roles, and responsibilities that demonstrate the candidate has the knowledge, skills and dispositions of a beginning educator.

(c) The PEPP shall work with the field experience supervisor supervising the candidate's culminating field experience to document a demonstration of competency in the depth and range of knowledge, skills, and dispositions detailed in Ed 610 and either Ed 612 or Ed 614 for the certification area(s) for which the program is designed. If the certification requirements for a specialist or administrator area specify a timeframe for the culminating field experience, the PEPP shall ensure that such timeframes are completed.

Source. #10295, eff 3-22-13

Ed 604.07 Field Experience Supervision.

(a) The culminating field experience supervisory system shall follow clearly articulated, written criteria for supervising candidates in the culminating field experience(s). The criteria shall include supervision of each candidate by institutional personnel or designee(s) and cooperating practitioner(s).

(b) The supervision shall include, but not be limited to, direct observation, evaluation of candidates, and follow-up conferences for providing timely, on-going and meaningful feedback.

(c) The field experience supervisor, cooperating practitioner, and candidate shall all have knowledge and understanding of the requirements in Ed 610, Ed 612 and the supervisory criteria. Both field experience supervisors and cooperating practitioners shall collaborate in the evaluation of candidates.

(d) Field experience supervisors are selected based on their ability to:

(1) Recognize effective learning facilitation;

(2) Help candidates integrate academic content and pedagogy;

(3) Mentor and support candidates, including appropriate feedback; and

(4) Evaluate a candidate’s performance as it relates to learning facilitation and student learning.

Source. #10295, eff 3-22-13

Ed 604.08 Coordination of Field Experience and Cooperating Practitioners. For each PEPP, an institution shall:

(a) Designate one or more persons to be responsible for coordinating and managing the field experiences, including the orientation and professional development of cooperating practitioners as mentors following clearly articulated, written criteria for mentoring practices;

(b) Provide for the supervision of each candidate by one or more field experience supervisors;

(c) Provide each cooperating practitioner with clearly articulated written criteria for mentoring practices and the requirements of the PEPP relating to field experiences;

(d) Provide each cooperating practitioner with any information concerning the candidate that may be helpful to the cooperating practitioner in mentoring the candidate, provided that provision of the information does not violate any confidentiality or privacy laws; and

(e) Designate one or more persons to develop partnerships with school districts.

Source. #10295, eff 3-22-13

PART Ed 605 RESOURCE STANDARDS FOR PROFESSIONAL EDUCATOR PREPARATION PROGRAMS AT THE BACCALUAREATE AND POST-BACCALAUREATE LEVELS

Ed 605.01 Resources at the Post-Baccalaureate and Baccalaureate Level. An institution shall have a system in place for calculating the resources necessary to:

(a) Ensure that an individual who completes the PEPP can demonstrate the competencies in the certification standards for the certification(s) sought by the candidate; and

(b) Provide the studies and experiences to effectively prepare educators to meet the following standards that apply to the certification area(s) for which the PEPP is designed:

(1) The general education studies requirements of Ed 609;

(2) The professional education requirements of Ed 610;

(3) The major concentration area requirements of Ed 611;

(4) The specific program preparation requirements of Ed 612; and

(5) The graduate, specialist, or administrator preparation program requirements of Ed 614.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; ss by #6048, eff 6-2-95; ss by #6366, eff 10-30-96; ss by #8194, eff 10-26-04; ss by #10295, eff 3-22-13

Ed 605.02 Funding and Financial Accountability. For each PEPP, an institution shall:

(a) Operate on a budget prepared in accordance with generally accepted accounting principles;

(b) Keep its financial records in such form that analysis is possible at any time to determine the economic status of the institution and its PEPP(s); or

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; ss by #6048, eff 6-2-95; ss by #6366, eff 10-30-96; ss by #8194, eff 10-26-04; ss by #10295, eff 3-22-13

Ed 605.03 Facilities. An institution shall have a system in place to:

(a) Identify and provide for the facilities, technology, and curricular materials necessary to ensure that an individual who completes the PEPP can demonstrate the competencies in the certification standards for the certification(s) sought by the candidate; and

(b) Ensure that all facilities, materials, and equipment of an institution that prepares educators shall conform to applicable state and federal health and safety regulations.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; ss by #6048, eff 6-2-95; ss by #6366, eff 10-30-96; ss by #8194, eff 10-26-04; ss by #10295, eff 3-22-13

PART Ed 606 ASSESSMENT SYSTEM STANDARDS FOR PROFESSIONAL EDUCATOR PREPARATION AT THE BACCALUAREATE AND POST-BACCALAUREATE LEVELS

Ed 606.01 Candidate Assessment System Requirements.

(a) The PEPP’s candidate assessment system shall ensure that:

(1) Prior to full admission into the program a candidate shall demonstrate proficiency in numeracy and literacy by passing a nationally approved test of academic proficiency;

(2) The program identifies key assessment points and defines acceptable levels of performance that are based on beginning educator program standards;

(3) Assessment of candidate performance consists of multiple measures, including but not limited to observations and candidate work samples, using various methodologies with clearly articulated written performance criteria; and

(4) The assessment of candidate performance informs on-going program improvement.

(b) Post-baccalaureate PEPP’s shall have a data collection system that includes:

(1) A determination of the extent to which each candidate can demonstrate knowledge, skills, and dispositions required under the general education studies requirements in Ed 609 and the professional educational requirements of Ed 610, Ed 611 and Ed 612, and

(2) A process to review each candidate’s transcript and other evidence of degrees, including a bachelor’s degree.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; ss by #6048, eff 6-2-95; ss by #6366, eff 10-30-96; ss by #8194, eff 10-26-04; ss by #10295, eff 3-22-13

Ed 606.02 Assessment System at the Post-Baccalaureate and Baccalaureate Level.

(a) A PEPP at the baccalaureate or post-baccalaureate level shall provide an assessment system necessary to ensure that an individual who completes the PEPP can demonstrate the competencies in the certification standards for the certification(s) sought by the candidate.

(b) The assessment system shall:

(1) Continuously and systematically gather data to monitor and improve the program of study, the facilitation of learning, the assessment of candidates and the overall performance of programs;

(2) Demonstrate a process to make judgments based on the data collected;

(3) Use the process for continuous program improvement to ensure the quality of individual candidate preparation;

(4) Include data from reports that indicate the number and percentage of program graduates still working in the profession;

(5) Include information and data gathered for federal and state reporting requirements as well as reports required for regional and national accreditation; and

(6) Include an analysis of state and national data relative to oversupply and critical shortage areas to ensure that programs are aligned with supply and demand.

(c) The assessment system shall be designed to ensure that a PEPP provides evidence of assessing the competencies in the following standards that apply to the certification area(s) for which the PEPP is designed as set forth in Table 606-1 below:

Table 606-1 Assessment System

Ed 603.01	Curriculum at the post-baccalaureate and baccalaureate levels
Ed 603.02	Requirements for program of study
Ed 603.04	Development of curriculum
Ed 604.01	Learning facilitation at the baccalaureate and post baccalaureate level
Ed 604.02	Quality and evaluation of learning facilitation
Ed 604.03-08	Standards pertaining to field experiences
Ed 605.01	Resources at the post-baccalaureate and baccalaureate level
Ed 605.02	Funding and financial accountability
Ed 605.03	Facilities

(d) Certification programs at the post-baccalaureate level may lead to a post-baccalaureate degree, provided that a candidate in a post-baccalaureate program shall already have a bachelor’s degree.

(e) The assessment system shall be designed to ensure that a PEPP assesses how candidates are advised and counseled throughout the program.

(f) The assessment system shall include an advisory process that ensures each candidate:

(1) Understands the criteria for successfully meeting the requirements of his or her certification program;

(2) Receives support in meeting the required criteria; and

(3) When necessary, is counseled out of teacher education and advised into exploration of other career options and programs of study.

(g) The assessment system shall be designed to utilize data regarding learning indicators of pk-12 students served by the PEPP’s program completers, including but not limited to data provided to the institution by the department, for purposes of program assessment and continuous program improvement.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; ss by #6048, eff 6-2-95; ss by #6366, eff 10-30-96; ss by #8194, eff 10-26-04; ss by #10295, eff 3-22-13

Ed 606.03 Verification of a Candidate’s Completion of a PEPP.

(a) The system for verification by the certification officer or a designee of each candidate’s successful completion of a PEPP shall include a body of evidence that includes the successful:

(1) Demonstration on a nationally approved test of proficiency in reading, writing, and mathematical skills;

(2) Completion of the appropriate degree required by the certification standard(s);

(3) Completion of a culminating field experience, involving both the field experience supervisor(s) and the cooperating practitioner(s) in the evaluation of each candidate’ satisfactory demonstration of Ed 610;

(4) Documentation of each candidate’s acquisition of the knowledge, skills, and dispositions articulated in Ed 609, Ed 610, Ed 611, and Ed 612 content area or Ed 614 specialist or administrator area for which the program is designed; and

(5) Process in place to demonstrate each candidate has passed a criminal records check based on statute.

(b) If a PEPP at the post-baccalaureate level accepts knowledge gained through life experiences to satisfy PEPP requirements, the PEPP shall have a system to ensure that:

(1) No more than 1/3 of the total studies and experiences required for the PEPP shall be satisfied by life experience;

(2) The candidate provides documentation for any knowledge gained through life experience which is used to satisfy PEPP requirements; and

(3) All documentation of life experience shall be:

a. Related to specific standards, as specified in Ed 609, Ed 610, Ed 611, Ed 612 or Ed 614; and

b. Based upon clearly articulated, written criteria.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; ss by #6048, eff 6-2-95; ss by #6366, eff 10-30-96; ss by #8194, eff 10-26-04; ss by #10295, eff 3-22-13

PART Ed 607 INSTITUTION OF HIGHER EDUCATION (IHE) RESPONSIBILITY

Ed 607.01 Institutional Accreditation and Degree Granting Requirement. Each institution that:

(a) Prepares educators shall be in good standing with the United States Department of Education recognized regional accrediting agency; and

(b) Offers degrees to a candidate enrolled in a PEPP shall be in good standing with the New Hampshire higher education commission.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; ss by #6048, eff 6-2-95; ss by #6366, eff 10-30-96, EXPIRED: 10-30-04

New. #8229, eff 12-17-04; ss by #10295, eff 3-22-13

PART Ed 608 RESERVED

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; ss by #6048, eff 6-2-95; ss by #6366, eff 10-30-96, EXPIRED: 10-30-04

New. #8229, eff 12-17-04; rpld by #10295, eff 3-22-13

PART Ed 609 GENERAL EDUCATION STUDIES

Ed 609.01 Content.

(a) Each institution that provides a professional educator preparation program shall ensure that each candidate has completed a program of general studies as part of a bachelor’s degree.

(b) The general education program shall include these core competencies:

(1) Content competencies in the following areas necessary for college and workforce success:

a. Language arts;

b. Reasoning;

c. Information literacy;

d. Mathematics;

e. Sciences;

f. Social sciences; and

g. The arts;

(2) Creative competencies in the following areas:

a. Creative expression;

b. Critical thinking;

c. Innovative and collaborative problem-solving; and

d. Resourcefulness;

(3) Communication competencies in the following areas:

a. Languages;

b. Digital media;

c. Networking; and

d. Content creation technologies; and

(4) Cultural competencies in the following areas:

a. Cultural understanding;

b. Taking responsibility for self and others;

c. Adaptability and resilience;

d. Ability to engage in productive teamwork; and

e. Social and civic engagement.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; ss by #6366, eff 10-30-96; ss by #7923, eff 7-24-03, EXPIRED: 7-24-11

New. #10046, eff 12-17-11; amd by #10295, eff 3-22-13

PART Ed 610 PROFESSIONAL EDUCATION

REVISION NOTE: Document #6048, effective 6-2-95, made extensive changes to the wording, format, structure, and numbering of rules in Part Ed 610. Document #6048 supersedes all prior filings for the sections in this part. The prior filings for former Part Ed 610 include the following documents:

#2055, eff 6-16-82;

#2714, eff 5-16-84, EXPIRED 5-16-90

#4851, eff 6-25-90

Ed 610.01 Code of Conduct Requirements. Each professional educator preparation program shall require each student of the program to demonstrate evidence of an understanding of ethical decision making as it relates to the code of conduct specified in Ed 510.01 through Ed 510.05.

Source. (See Revision Note at part heading for Ed 610) #6048, eff 6-2-95; ss by #6366, eff 10-30-96; ss by #7923, eff 7-24-03; rpld by #8024, eff 7-1-04

New. #12813, eff 6-15-19

Ed 610.02 Professional Education Requirements. To promote the learning of all students, each professional educator preparation program shall require each graduate of the program to demonstrate evidence of the following:

(a) In the area of the learner and learning:

(1) Learner development, as demonstrated by:

a. An understanding of how learners develop, recognizing that patterns of learning and development vary individually within and across the personal, physical, social, and academic dimensions; and

b. The ability to facilitate developmentally appropriate and challenging learning experiences based on the unique needs of each learner;

(2) Learning differences, as demonstrated by:

a. An understanding of individual differences and diverse cultures and communities;

b. Ensuring inclusive learning environments that allow each learner to reach his or her full potential; and

c. The ability to employ universal design principles and assistive technology; and

(3) Learning environment, as demonstrated by:

a. Working with learners to create and access learning environments that support self-directed individual and collaborative learning, based on each learner’s interests and passions; and

b. Use of learning environments not limited to the classroom, but extended into the larger community as well as virtual experiences;

(b) In the area of content:

(1) Content knowledge, as demonstrated by:

a. An understanding of the central concepts, tools of inquiry, and structure of his or her discipline(s); and

b. An ability to create learning experiences that make the discipline(s) accessible and meaningful for learners; and

(2) Innovative applications of content, as demonstrated by an understanding of how to connect concepts and use differing perspectives to engage learners in critical and creative thinking and collaborative problem-solving related to authentic local and global issues;

(1) Use of assessment, as demonstrated by an understanding and ability to use multiple methods of assessment to:

a. Engage learners in their own growth;

b. Document learner progress;

c. Provide learner feedback; and

d. Inform the educator’s ongoing planning and instructional practices;

(2) Planning for learning facilitation, as demonstrated by an ability, as an active member of a learning community, to draw upon knowledge of content area standards, cross-disciplinary skills, learners, the community, and pedagogy to plan learning experiences that support every learner in meeting rigorous learning goals; and

(3) Learning facilitation strategies, as demonstrated by:

a. An understanding and use of a variety of strategies and tools to encourage learners to develop deep understanding of content areas and their connections to other disciplines; and

b. An ability to build skills in accessing, applying, and communicating information; and

(d) In the area of professional responsibility:

(1) Reflection and continuous growth, as demonstrated by:

a. Being a reflective practitioner and using evidence to continually evaluate his or her practice, particularly the effects of choices and actions on students, families, and other professionals in the learning community; and

b. Ability to adapt practice to meet the needs of each learner; and

(2) Collaboration, as demonstrated by:

a. Collaborating, as a member of the larger learning community, with learners, families, colleagues, other professionals, and community members to leverage resources that contribute to student growth and development, learning, and well-being.

Source. (See Revision Note at part heading for Ed 610) #6048, eff 6-2-95; ss by #6366, eff 10-30-96; ss by #7923, eff 7-24-03; ss by #8229, eff 12-17-04; ss by #10046, eff 12-17-11

PART Ed 611 GENERAL STANDARDS RELATING TO AREAS OF CONCENTRATION

Ed 611.01 Area of Concentration.

(a) As part of the assessment system requirements in Ed 606 that uses multiple assessment and data each institution with one or more PEPPs shall have an on-going system of assessment for each area of concentration that uses multiple assessments and data to inform the following:

(1) Construction of an organized study of content knowledge that is specifically designed to meet individual candidate needs;

(2) Advisory process of candidates in the selection of courses to align with a nationally approved content knowledge test;

(3) Development of content area competencies delineated in the relevant sections of Ed 612 and the appropriate Common Core; and

(4) Empowerment of candidates to engage students in a culture of learning.

(b) Each candidate enrolled in a PEPP at the baccalaureate level shall earn a degree from a regionally accredited institution as indicated in Ed 607.01.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; ss by #6048, eff 6-2-95; ss by #6366, eff 10-30-96, EXPIRED: 10-30-04

New. #8206, INTERIM, eff 11-18-04, EXPIRES: 5-17-05; ss by #8335, eff 4-23-05; ss by #10295, eff 3-22-13

PART Ed 612 STANDARDS FOR SPECIFIC PREPARATION PROGRAMS (UNDERGRADUATE)

REVISION NOTE:

Document #9157, effective 7-1-08, deleted paragraphs Ed 612.07(c) through (h), adopted Ed 612.08 through Ed 612.13, and renumbered, but did not readopt at that time, the following existing rules in Ed 612, which retain the effective dates from the documents affecting those rules. The documents are listed in their source notes under the new numbers:

Ed 612.08, renumbered as Ed 612.14.

Ed 612.081, renumbered as Ed 612.15, since the former number Ed 612.15 did not contain a rule but had been reserved.

Ed 612.09 through 612.14, renumbered as Ed 612.16 through Ed 612.21.

Ed 612.16 through Ed 612.22, renumbered as Ed 612.22 through Ed 612.28, since the former numbers Ed 612.25 and Ed 612.26 did not contain rules because the numbers had been reserved and Ed 612.26 had been repealed previously.

Ed 612.221, renumbered as Ed 612.29.

Ed 612.23 and Ed 612.24, renumbered as Ed 612.30 and Ed 612.31.

Ed 612.01 Visual Arts. The teacher preparation program for visual arts in grades K-12 shall provide the teaching candidate with skills, competencies, and knowledge through a combination of academic experiences, demonstrated competency, or equivalent experiences in following areas:

(a) In the area of personal artistry and art making:

(1) Demonstrating depth of artistic knowledge by compiling a personal portfolio of artwork that shows a synthesis of concept development, personal voice, and technical skill in at least one medium;

(2) Demonstrating breadth of artistic knowledge by compiling a personal portfolio of artwork that shows development of technical skills and processes in each of the following art forms:

a. Two-dimensional techniques and processes, including but not limited to:

1. Observational drawings including objects, environment, and the figure and expressive drawing;

2. Painting; and

3. Printmaking;

b. Three-dimensional techniques and processes, including but not limited to:

1. Ceramics; and

2. Sculpture;

c. New and emerging digital and electronic technologies; and

d. One or more additional media including:

1. Fiber arts;

2. Photography;

3. Mixed media/materials;

4. Cultural art forms;

5. Jewelry;

6. Installation; and

7. Non-traditional materials;

(3) Applying the creative process to the development of composition, subject matter, ideas, and selection of media as demonstrated through a personal portfolio of artwork;

(4) Developing a personal statement/philosophy to be included in a personal portfolio of artwork that demonstrates an integration of personal iconography and ideas using a breadth of media techniques, styles, and forms of expression; and

(5) Demonstrating a range of artistic methodologies from exploration to mastery for a variety of media, materials, and processes showing related techniques and tools including proper care, safety, and use;

(b) In the area of visual literacy and presentation:

(1) Synthesizing foundational vocabulary to inform and develop a range of subject matter, symbols, and ideas in the creation and analysis of art including:

a. Elements of art including line, space, color, shape, form, value, and texture; and

b. Principles of design organization including balance, proportion, emphasis and contrast, unity and harmony, pattern, movement, and rhythm;

(2) Analyzing the expressive, representational, and symbolic characteristics of the visual language;

(3) Displaying, presenting, and exhibiting artwork in a variety of settings, platforms of technology, and in diverse contexts that are educationally informative to multiple audiences;

(4) Demonstrating proficiency in presentation of written and oral artist statements and/or exhibition statements; and

(5) Applying knowledge and understanding of copyright law and fair use practices to personal art making;

(1) Demonstrating the ability to perceive, interpret, and respond to ideas, experiences, and the environments of the visual arts of various cultures;

(2) Demonstrating an understanding of global art history and how visual art is an integral component of history and the human experience from early cultures to contemporary times;

(3) Identifying, analyzing and applying criteria for making visual aesthetic judgments from cultural, historical and personal perspectives; and

(4) Demonstrating the ability to reflect on and assess one’s artwork and the work of others, recognizing and considering a variety of viewpoints and using methods of art criticism; and

(d) In the area of curriculum and assessment:

(1) Designing and advocating for a comprehensive K-12 visual art program that:

a. Facilitates the development of artistic skill, creative processes and aesthetic understanding sequentially over time;

b. Is consistent with RSA 193-C: 3, III;

c. Includes art making and other materials appropriate to the diverse needs, interests, and capacities of all students;

d. Includes opportunities and resources available beyond the visual art classroom; for example museums, galleries, artist studios, community artists, and recognition programs;

e. Can be made available to all students by designing and constructing modifications to visual art tools and materials that meet unique student needs;

f. Integrates global art history into the visual art curriculum;

g. Includes planning and implementation of lessons that connect thinking skills, concepts, and themes among the visual arts and other disciplines;

h. Integrates current technologies and multimedia to enhance and develop concepts and skills;

i. Includes introducing students to a variety of career options and assists students in investigating career options, when appropriate; and

j. Guides students in the creation of their personal and professional portfolios, when appropriate; and

(2) Developing and applying multiple formal and informal assessment methods specific to visual art to determine students’ attainment of art-based competencies.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #3198, eff 2-21-86, EXPIRED 2-21-92

New. #6366, eff 10-30-96, EXPIRED: 10-30-04

New. #8229, eff 12-17-04, EXPIRED: 12-17-12

New. #10506, eff 1-17-14

Ed 612.02 Reading and Writing Program.

(a) In compliance with RSA 193-C:3, IV(f) and consistent with RSA 193-C:3, III, the teacher preparation program in reading and writing shall require candidate competency in the teaching of reading and writing, including techniques for enhancing student learning in this area and the use of assessment results to improve instruction.

(b) The reading and writing program shall provide the teaching candidate with the following skills, competencies, and knowledge, gained through a combination of academic and supervised field-based experience in the following areas:

(1) In the area of knowledge of the foundations of reading and writing processes and instruction, the ability to demonstrate knowledge of:

a. Social and cognitive development of children and adolescents;

b. Psychological, cultural, and linguistic foundations of reading and writing processes and instruction, as shown by the ability to explain, compare, contrast, and critique major theories in the foundational areas as they are related to reading and writing;

c. Current practices, research, and historical developments in teaching reading and writing;

d. The diverse languages, cultures, histories, and experiences of English language learners;

e. Language development as it relates to acquisition of reading and writing, and the variations related to cultural and linguistic diversity, including the ability to:

1. Identify, explain, compare, and contrast the theories and research in the areas of language development in relation to the process of learning to read and to write; and

2. Describe development of a child's reading and writing in relation to cultural and linguistic context;

f. The major components of reading curriculum, including the ability to:

1. Understand the relationship between print and sounds, including phonemic awareness, phonics and other word identification strategies, and their role in fluent reading;

2. Explain how background knowledge, vocabulary, comprehension strategies, meaning, and motivation are integrated in reading; and

3. Describe how reading strategies are taught in curricular areas, including science, English, social studies, and mathematics;

g. The major components of writing instruction, including the ability to:

1. Understand the writing process and appropriate strategies for planning, drafting, revising, editing, and sharing writing;

2. Demonstrate knowledge of the development of spelling, its instruction, and its relationship to word recognition and word meaning;

3. Recognize and identify stages of student progress in spelling from early strategies that map letters to sounds to more sophisticated processes that draw on semantic relationships in spelling;

4. Describe age- and grade-appropriate uses of punctuation and text organization and how such conventions serve communication;

5. Describe models for integrating writing across the curriculum; and

6. Demonstrate knowledge of how students learn to encode their ideas in manuscript and cursive as well as through technology; and

h. Electronic and technology-based literacies that serve academic, personal, and professional purposes, including, but not limited to:

1. Blogs;

2. Ezines;

3. Websites;

4. Ebooks;

5. Hypertexts;

6. Simulations; and

7. Social networking forums;

(2) In the area of instructional strategies and curriculum materials in reading and writing, the ability to:

a. Use flexible instructional options to address individual differences through grouping and individual instruction;

b. Select appropriate instructional practices, approaches, and methods, including but not limited to, technology-based practices for addressing the needs of students;

c. Provide and employ effective reading and writing instruction for learners at different stages of literacy and from different cultural and linguistic backgrounds, including the ability to:

1. Select appropriate reading materials, including literature for children and adolescents, basal and core programs, trade books, digital media, and content area textbooks;

2. Organize classrooms to support reading and writing instruction;

3. Engage students in reading for personal, academic, and professional reasons, and in writing to communicate content, including feelings, ideas, and knowledge, for a purpose to an audience;

4. Develop students' writing from planning through drafting, editing, revising, and sharing with peers, teachers, and others;

5. Engage students in using genres appropriate to personal, social, academic, and vocational or professional content, purposes, and audiences; and

6. Frame focused lessons to:

(i) Address skill needs, including spelling and punctuation; and

(ii) Further competence in cognitive aspects of writing, including text and sentence organization, word choice, and voice; and

d. Use instructional strategies that support, challenge, and develop the language and literacy of English language learners;

(3) In the area of assessment, diagnosis, and evaluation of reading and writing, the ability to:

a. Understand the terminology, processes, and procedures used in formal and informal assessments;

b. Compare, contrast, use, and interpret a wide range of assessment tools and practices, including standardized instruments and informal measures including informal inventories, curriculum-based measures, and observational schemes, complemented by analyses of artifacts, portfolios, and work samples that provide the ability to;

1. Evaluate students' development in literacy using holistic, analytical, and diagnostic schemes; and

2. Understand and apply principles of response-to-instruction paradigms;

c. Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds, by:

1. Using in-depth assessment information to plan individual instruction for those struggling with reading and writing;

2 Selecting and administering developmentally appropriate formal and informal assessments;

3. Engaging students appropriately in using assistive technology to address their needs in learning and communicating; and

4. Collaborating with other education professionals to implement appropriate reading and writing instruction for individual students;

(4) In the area of creating a literate environment that fosters reading and writing, the ability to:

a. Use students' interests, abilities in reading and writing, and backgrounds as a foundation for developing their abilities in reading and writing, including the ability to;

1. Inventory and assess students' interests, reading abilities, and backgrounds;

2. Select literature, materials, and activities that match the reading levels, writing development, and cultural and linguistic backgrounds of students;

3. Use instructional practices that allow for explicit instruction, provide authentic purposes for reading and writing, and incorporate cooperative learning and problem solving; and

4. Establish forums for students to write in a variety of genres, and to share and to respond to one another’s writing;

b. Model reading and writing as valued lifelong activities, including the ability to demonstrate:

1. Personal commitment to reading and writing; and

2. Model reading and writing for real purposes in daily interactions with students and education professionals;

c. Motivate learners to be lifelong readers and to write for personal, social, academic, and vocational or professional purposes; and

d. Demonstrate how students' abilities to read and to write support academic achievement, personal inquiry, identity, and self expression by:

1. Providing students with the opportunities to use reading of text and electronic media to explore areas of interest and intellectual curiosity; and

2. Developing students' abilities to express themselves as they write about their own experiences, describe insights and opinions, and seek to persuade others; and

(5) In the area of viewing professional development as a career-long effort and responsibility, the ability to:

a. Display professional and collaborative dispositions related to the teaching of reading and writing, including the ability to:

1. Enlist public support for high quality programs in literacy by working with families, colleagues, study groups, and communities;

2. Develop the literacy of each and every student through his or her instruction;

3. Respect the importance of confidentiality in protecting students' privacy; and

4. Develop relationships with other professional persons, striving for harmony, avoiding personal controversy, encouraging cooperative effort, and making known the obligations and services rendered by professionals in reading;

b. Broaden and extend their understanding of teaching reading and writing, including the ability to:

1. Research specific aspects of reading/writing instruction, including:

(i) Identification of those areas of knowledge, skills, or dispositions related to their teaching of reading and writing;

(ii) Planning of strategies to address the identified areas of knowledge, skills, or dispositions related to the teaching of reading and writing;

(iii) Implementation of the planned strategies; and

(iv) Articulation and showing of evidence of the results;

2. Stay informed about professional issues; and

3. Provide educational opportunities, information, and support for families and the community; and

c. Collaborate with colleagues to observe, analyze, and provide feedback on each other’s practice, including ability to:

1. Engage in collaboration and dialogue with teachers and reading specialists to gain recommendations and advice on teaching practices and ideas;

2. Articulate the research base related to these recommendations; and

3. Conduct action research as a means of addressing instructional issues.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #3198, eff 2-21-86, EXPIRED 2-21-92

New. #6366, eff 10-30-96, EXPIRED: 10-30-04

New. #9799, eff 10-15-10, EXPIRED: 10-15-18

Ed 612.03 Early Childhood Education.

(a) EXPIRED

(b) The teacher preparation program in early childhood education for birth through grade 3 shall provide the teaching candidate with the following skills, competencies, and knowledge through a combination of academic and supervised field experiences in the following areas:

(1) EXPIRED

(2) EXPIRED

(3) EXPIRED

(4) EXPIRED

(5) In the area of early childhood content, demonstrate knowledge in the content central to the early childhood curriculum for birth through grade 3 in the central concepts, skills, and tools of inquiry of the following areas:

a. Language and literacy, including bilingualism and the needs of English language learners, including, but not limited to:

1. Knowledge of oral language development listening and speaking and their role in literacy development;

2. The process of learning to read, reading strategies and skills, and the features of children’s literature;

3. The process of learning to write, writing forms and modes, and conventions of written English; and

4. The major indicators of and accommodations for common learning difficulties in reading, writing, speaking, listening, and viewing;

b. The arts, including understanding the importance of the creative process and aesthetic development for all children and articulating the importance of high-quality, meaningful arts experiences to meet the developmental needs and support all children’s creative expression, in the areas of:

1. Open-ended pretend play, such as dramatic play and storytelling;

2. Music, experienced by listening to a variety of musical styles, moving to music, and creating music and rhythms with instruments and voice;

3. Creative movement and dance;

4. The visual arts using a variety of 2-dimensional and 3-dimensional media, including, but not limited to, paint, clay, dough, drawing tools, and collage; and

5. The performing arts, including, but not limited to, puppets, role play, and creative dramatics;

c. Mathematics, including the major indicators of and accommodations for common learning difficulties in mathematics and the ways in which young children demonstrate their understanding of mathematics, including but not limited to the following:

1. Mathematics process skills;

2. Number and operations;

3. Geometry and spatial sense;

4. Measurement;

5. Patterns and algebra, including, but not limited to, patterns and relationships in arithmetic; and

6. Displaying and analyzing data;

d. Health and physical activity, including articulating the importance of a high-quality, meaningful health and wellness curriculum to meet the developmental needs of all children, in the areas of:

1. Physical activity, including, but not limited to, knowledge of the typical progression of motor development, motor skills, movement and body awareness, physical fitness, personal safety, and the benefits of a healthy, active lifestyle;

2. Health and wellness, including, but not limited to, nutrition, personal hygiene, disease prevention, and making decisions that promote a healthy lifestyle; and

3. Social and emotional wellness and their influence on development and learning in the content areas;

e. Science, including the unifying science concepts of systems, cycles, constancy and change, form and function; and the ways in which young children demonstrate their understanding of science; in the areas of:

1. Science process skills;

2. Physical science and the basic phenomena of the physical world;

3. Earth and space science and the basic phenomena of earth and space; and

4. Life science and the study of living organisms and life systems; and

f. Social studies and the ways in which young children demonstrate their understanding of social studies; including, but not limited to, the following:

1. Social studies process skills;

2. Identity and individual development;

3. Culture and cultural identity;

4. People, places, and environments;

5. Time, continuity and change; and

6. Social relations and civics and government; and

(6) EXPIRED

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4700, eff 11-14-89, EXPIRED 11-14-95

New. #6366, eff 10-30-96, EXPIRED: 10-30-04

New. #8229, eff 12-17-04; ss by #9305, eff 10-25-08; amd by #10130, eff 5-18-12; EXPIRED: 10-25-16 in para (a) and (b)(1)-(4) and (6)

Ed 612.04 Elementary Education. The elementary education program for grades K-6 or K-8 shall provide the teaching candidate with the skills, competencies and knowledge developed through a combination of academic and supervised practical experience in the following areas:

(a) In the area of curriculum and assessment, demonstrate the ability to promote student learning in:

(1) Literacy and language arts across media, genres and content areas through knowledge and application of:

a. Five components of basic early literacy:

1. Phonemic awareness;

2. Phonics;

3. Fluency;

4. Vocabulary; and

5. Comprehension;

b. Text complexity measures qualitative, quantitative and reader and task, and other strategies to identify and select appropriate text;

c. The writing process to compose a variety of text types and structures including informational, opinion, research and narrative, in print and digital formats on and off-line;

d. Standard English and English language conventions to speaking and writing including:

1. Usage;

2. Spelling;

3. Grammar;

4. Mechanics;

5. Syntax; and

6. Semantics;

e. Speaking and listening skills through the use of effective communication, collaboration, and presentation skills demonstrated in diverse formats, for varied audiences and purposes;

f. Gross motor, fine motor and graphomotor skills and their relationship to reading, writing, handwriting and other literacy learning; and

g. Characteristics of the 3 tiers of words, every-day language, general academic words, and domain-specific words;

(2) Mathematics across content areas through knowledge and application of:

a. Conceptual and procedural knowledge with:

1. Counting and cardinality;

2. Operations and algebraic thinking;

3. Number and operations;

4. Measurement and data;

5. Geometry;

6. Ratios and proportional relationships;

7. Number systems;

8. Expressions and equations; and

9. Statistics and probability;

b. Mathematical practices to include:

1. Solving to mastery;

2. Abstract and quantitative reasoning;

3. Constructing arguments and critiquing student reasoning;

4. Modeling and strategic use of mathematical tools and manipulatives;

5. Attention to precision;

6. Finding and making use of structure; and

7. Expressing regularity in repeated reasoning;

c. Social studies through knowledge and application of:

1. Basic concepts in the 5 strands of social studies:

(i) Civics;

(ii) Economics;

(iii) Geography;

(iv) NH, US and world history; and

(v) Contemporary issues; and

2. The 10 themes of social studies:

(i) Culture;

(ii) Time/continuity/change;

(iii) People/places/environments;

(iv) Individual development and identity;

(v) Individuals/groups/institutions;

(vi) Power/authority/governance;

(vii) Production/distribution/consumption;

(viii) Science/technology/society;

(ix) Global connections and civic ideals/practices; and

(x) Their interdisciplinary nature;

d. Science through knowledge and application of:

1. Basic concepts, structure of knowledge, and history in the 4 domains of science:

(i) Earth and space science;

(ii) Life science;

(iii) Physical science; and

(iv) Engineering, technology and applications of science; and

2. The scientific method through the use of the observation and inquiry processes; and

e. Technology and information literacy through knowledge and application of:

1. The ability to develop and use spreadsheets, data systems, analysis tools and statistical measures;

2. Digital citizenship, ethics and internet safety; and

3. How to use changing instructional technologies in daily instruction;

(b) In the area of communication and collaboration, demonstrate the ability to promote student learning through:

(1) Knowledge of the roles, responsibilities, and interdependency of personnel indigenous to elementary schools; and

(2) Application of technology as a tool to communicate with members of the professional community and parents;

(c) In the area of integration across content areas, demonstrate the ability to promote student learning through knowledge and application of:

(1) Visual arts, music, theatre, dance and media arts; and

(2) Health, wellness and safety.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4632, eff 7-1-89; EXPIRED 7-1-95

New. #6366, eff 10-30-96, EXPIRED: 10-30-04

New. #8229, eff 12-17-04; ss by #8725, eff 9-9-06; ss by #10558, eff 3-27-14

Ed 612.05 English Language Arts For Grades 5-12.

(a) The English language arts program for grades 5-12 shall provide the teaching candidate with the skills, competencies and knowledge gained through a combination of academic and supervised practical experience as outlined in Ed 507.24(c).

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4633, eff 7-1-89; EXPIRED 7-1-95

New. #6366, eff 10-30-96; ss by #7271, eff 7-1-00, EXPIRED: 7-1-08

New. #9525, eff 8-14-09, EXPIRED: 8-14-17

New. #12417, eff 11-14-17

Ed 612.06 English for Speakers of Other Languages (ESOL).

(a) In this section, “English for speakers of other languages (ESOL)” means a program that teaches students from different home language backgrounds to become proficient in and to learn in English.

(b) The teacher preparation program for an ESOL teacher in grades K-12 shall provide the teaching candidate with skills, competencies, and knowledge through a combination of academic experiences and demonstrated competency and equivalent experiences in the following areas:

(1) In the area of language, the candidate shall know, understand, and use the major theories and research related to the structure and acquisition of language in order to provide ELs the skills to become proficient in language and literacy to achieve in the content areas as follows:

a. In the area of language as a system, a candidate shall:

1. Demonstrate metalinguistic knowledge of language as a system, including phonology, morphology, syntax, semantics, sociolinguistics, and pragmatics for ELs to develop oral, aural, reading, and writing skills in English;

2. Demonstrate knowledge of the historical development of the English language;

3. Relate knowledge of English to languages spoken by students in their communities; and

4. Build on similarities between English and the student’s home language (L1) and to anticipate any difficulties that learners may have with English;

b. I n the area of language acquisition and development, a candidate shall:

1. Understand and apply concepts and theories of first and second language acquisition to facilitate ELs’ development of social and academic English language;

2. Demonstrate understanding of current and historical theories and research related to the structure and acquisition of language to so that ELs can acquire use of language and literacy in the content areas;

3. Demonstrate language proficiency in oral and written English in social and academic settings for ELs;

4. Understand the role of personal and affective variables in language learning to establish secure, motivating classrooms in which ELs take risks and use language productively; and

5. Understand how to use linguistic scaffolding to facilitate comprehension and production of academic and social English; and

6. Have had the experience of studying a second language which may include American Sign Language, by one of the following:

(i) Successfully completing at least two semesters of the study of a second language at the college level; or

(ii) Demonstrating evidence of the equivalent of 2 semesters of the study of a second language at the college level, including, but not limited to, documentation of the acquisition of a second language during foreign residency.

(2) In the area of culture, the candidate knows, understands, and uses major theories and research related to the nature and role of culture in instruction;

(3) The candidate shall demonstrate how cultural groups and individual cultural identities affect language learning and school achievement as follows:

a. Understand the major principles, theories, and research related to the nature and role of culture on language learning, school achievement, and acculturation;

b. Understand the nature and role of culture to construct learning environments to support Els’ cultural identities and academic needs;

c. Understand how cultural groups in the community, including the majority group, affect language learning, social adjustment, school achievement and acculturation;

d. Use knowledge of curriculum and materials to promote an inclusive environment and that demonstrates cross-cultural awareness and appreciation; and

e. Use resources to maintain up-to-date knowledge of cultural conflicts and world events that might have an impact on student’s learning;

(4) In the area of instruction, the candidate shall understand and use evidence‐based practices and strategies to plan, implement and manage standards‐based ESOL and content instruction as follows:

a. For planning for standards-based ESOL and content instruction:

1. Plan standards‐based ESOL and content instruction to meet learning objectives; and

2. Plan differentiated instruction based on assessment of students’ English and L1 proficiency, learning styles, and prior formal educational experiences and knowledge; and

b. For implementing and managing instruction:

1. Understand different ESOL program models such as but not limited to push-in, pull-out, and self-contained;

2. Develop students’ listening and speaking skills for a variety of academic and social purposes;

3. Use standards‐based instruction that builds on students’ oral English skills to support reading and writing;

4. Utilize standards‐based reading and writing instruction adapted to Els;

5. Implement activities to integrate listening, speaking, reading, and writing;

6. Implement activities and materials that develop authentic uses of language as students learn academic vocabulary and content‐area material; and

7. Use a variety of resources including but not limited to technology, print, and realia;

(5) In the area of assessment, the candidate shall demonstrate an understanding of various assessment issues as they affect Els, such as but not limited to accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations as follows:

a. For educational assessment:

1. The purposes of assessment as they relate to Els;

2. Key indicators of good assessment instruments;

3. The advantages and limitations of assessments, including accommodations for Els; and

4. Language differences, giftedness, and special education needs;

b. For language proficiency assessment:

1. Know state eligibility and reclassification requirements for Els;

2. Understand the appropriate use of norm‐referenced assessments with Els; and

3. Knowledge of standards-based and performance‐based assessment tools that measure EL progress; and

c. Know and use a variety of performance-based assessment tools and techniques to inform instruction for classroom assessment; and

(6) In the area of professionalism the candidate shall demonstrate knowledge of history, research and educational public policy as follows:

a. The evolution of the laws and policies affecting linguistic minorities in the U.S., including those which govern the educational rights of Els;

b. The importance of collaborating with teachers and staff to provide comprehensive, appropriate educational opportunities for Els in school; and

c. The importance of providing EL families with information regarding school and community resources.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #3198, eff 2-21-86, EXPIRED 2-21-92

New. #6366, eff 10-30-96, EXPIRED: 10-30-04

New. #8229, eff 12-17-04; ss by #10276, eff 2-22-13

Ed 612.07 Special Education Programs.

(a) A general special education program shall provide the candidate with skills, competencies and knowledge through a combination of academic and supervised field-based experiences in the following areas:

(1) In the area of theoretical foundations, the candidate shall have the ability to:

a. Describe the philosophies, historical perspectives, theories, models, and current issues related to knowledge and practice in general and special education;

b. Understand how philosophical and historical perspectives influence professional practice;

c. Understand the role of families in supporting the development of a student’s ability to learn, interact socially, and live as a contributing member of the community; and

d. Understand the functions of schools, school systems, and other agencies and their relationships to general and special education;

(2) In the area of characteristics of learners, the candidate shall have the ability to:

a. Describe the similarities and differences in human development of students with and without disabilities within and across cognitive, social, emotional and physical areas;

b. Describe the characteristics of various types of disabilities and educational implications;

c. Understand the etiologies, medical aspects, and impact of sensory disabilities on learning; and

d. Understand that the experiences of students with disabilities impact their ability to function within the family and community environment;

(3) In the area of learning differences, the candidate shall have the ability to:

a. Understand and utilize the diverse range of students’ approaches to learning and the range of modifications and accommodations that can be used to support learning;

b. Recognize and understand students with disabilities within the broader context of their families, cultural backgrounds, socioeconomic classes, languages, communities, and peer and social groups;

c. Demonstrate understanding of a student’s learning differences in the development of the IEP and transition needs;

d. Understand how information processing skills can impact student learning;

e. Relate levels of support to the needs of the student with disabilities, creating instructional opportunities that are adapted to diverse learning needs;

f. Understand the effects exceptional condition(s) can have on a student’s learning in school and life; and

g. Recognize the relationship among a student’s academic and social abilities, attitudes, interests and values on instruction and career development;

(4) In the area of learning and social environments, the candidate shall have the ability to:

a. Design learning environments that encourage individual academic success in one-to-one, small-group, and large-group settings;

b. Identify realistic expectations for social behavior and social skills needed for success in school and community settings;

c. Use functional assessments to develop plans related to instruction, behavior, intervention, and direct service;

d. Use a variety of positive behavior intervention techniques to control targeted behavior, support learning, social relationships, and maintain attention of students with disabilities;

e. Recognize and use strategies for crisis prevention and intervention;

f. Identify supports needed for inclusion in various program placements;

g. Organize, develop, and sustain learning environments that support positive strategies to live harmoniously and productively in a culturally diverse world;

h. Foster skill development in self-advocacy for increased independence in learning and daily functioning;

i. Understand demands of the learning environment and fosters accessibility;

j. Understand the barriers influencing acceptance of individuals with disabilities;

k. Encourage students’ development and use of self-assessment, study skills, and other cognitive strategies to meet their learning needs; and

l. Structure activities to increase a student’s self-awareness, self-management, self-control, self, reliance, and self-esteem;

(5) In the area of assessment, the candidate shall have the ability to:

a. Understand the legal policies and ethical principles of assessment related to the special education process;

b. Understand the range of formal assessment instruments and their purposes in the special education process;

c. Administer and write a report for a formal academic assessment instrument;

d. Understand and utilize the range of informal assessment instruments for making educational decisions;

e. Interpret and report information from formal and informal assessments; and

f. Identify and implement national, state, and local assessment accommodations and modifications for students with disabilities;

(6) In the area of instructional planning and strategies, the candidate shall have the ability to:

a. Participate in co-teaching to strengthen learning and achievement in the general curriculum for students with disabilities;

b. Implement and evaluate individualized learning goals, prioritizing areas of the general curriculum;

c. Design and implement instructional programs that address independent living and career education for students;

d. Identify resources and techniques used to transition students with disabilities into school, from grade to grade, and into post- school environments;

e. Create and utilize lesson plans that demonstrate a repertoire of evidence-based instructional strategies to individualize instruction for students with disabilities;

f. Identify reading, writing, math, and study skills of students with disabilities and use methods to address these learning needs;

g. Identify and teach essential concepts, vocabulary, and content across the general curriculum;

h. Use instructional methods to strengthen and compensate for deficits in perception, comprehension, and memory;

i. Implement systematic instruction to teach accuracy, fluency, and comprehension in content area reading and written language;

j. Identify and use federal, state, and local curriculum standards in planning the scope and sequence of general and special education curriculum;

k. Incorporate instructional and assistive technology into the educational program;

l. Encourage students’ development and use of self-assessment, study skills, and other cognitive strategies to meet their learning needs;

m. Use a variety of assessment data and information to make modifications or accommodations to the instructional plan; and

n. Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences;

(7) In the area of language development and differences, the candidate shall have the ability to:

a. Understands the effect of language development on academic and social development;

b. Understand typical and atypical language development and factors that impact experience and use of language;

c. Use individualized strategies to enhance language development and teach communication skills;

d. Demonstrate the ability to select, design, and use augmentative, alternative, and assistive technologies, materials, and resources to support and enhance communication of students with disabilities;

e. Provide effective language models and use strategies and resources to facilitate learning of the general curriculum; and

f. Recognize the effects of cultural and linguistic differences on growth, development, and effective communication;

(8) In the area of professional and ethical practice, the candidate shall have the ability to:

a. Demonstrate educational practice within the code of ethics, including confidentiality and other standards of the profession;

b. Construct a personal plan and participate in professional development regarding current issues and best practice;

c. Recognize personal cultural biases and differences that affect one’s teaching;

d. Reflect on one’s practice to guide professional growth and improve instruction to meet the needs of students with disabilities;

e. Identify organizations and publications relevant to students with disabilities;

f. Identify sources of unique services, networks, and organizations for students with disabilities;

g. Advocate for appropriate services for students with disabilities;

h. Describe the ethical principles and current issues related to knowledge and practice in general and special education;

i. Describe the rights and responsibilities of schools, students, families, teachers, and other professionals related to the identification, placement, and service of students with disabilities; and

j. Understand how issues of human diversity can impact families, cultures, and schools, in the delivery of special education services;

(9) In the area of special education law, the candidate shall have:

a. The ability to understand the federal law, state law, local policies and the New Hampshire Standards for the Education of Children with Disabilities in Ed 1100, including the following steps in the special education process:

1. Identification of children with disabilities under the child find procedures specified in Ed 1105;

2. Referral procedures specified in Ed 1106;

3. Evaluation procedures specified in Ed 1107;

4. Determination of eligibility under Ed 1108;

5. Development of the IFSP or IEP under Ed 1109;

6. Determination of educational placement under Ed 1111; and

7. Implementation and monitoring of the IFSP or IEP under Ed 1109.06;

b. The ability to develop and implement comprehensive IEPs and transition plans which address the abilities and needs of the students with disabilities;

c. The ability to understand IDEIA, Section 504, related parts of the Elementary and Secondary Act and Ed 1100;

d. The ability to understand Ed 306, Minimum Standards for Public School Approval; and

e. Knowledge of and the ability to understand case law and how case law affects professional practice; and

(10) In the area of collaboration, the candidate shall have the ability to:

a. Collaborate with families, school personnel, agencies, and community members in culturally responsive ways to facilitate access for students with disabilities in a variety of settings;

b. Recognize the roles of professional groups and referral agencies in identifying, assessing, and providing services to students with disabilities;

c. Participate in co-planning to strengthen learning in the general curriculum for students with disabilities;

d. Facilitate the successful transitions of students with disabilities across settings and services;

e. Foster respectful and beneficial relationships between families and professionals;

f. Use facilitation and group problem-solving skills to develop, implement, and evaluate IEPs;

g. Structure, direct, and support the activities of paraprofessionals, volunteers, peer and adult tutors; and

h. Collaborate with families, other educators, service providers, and personnel from community agencies to implement instructional strategies for student self-management and advocacy.

(b) Each candidate for certification as an early childhood general special education teacher for children birth up to age 8 shall have the following skills, competencies, and knowledge through a combination of academic and supervised field-based experiences:

(1) Skill in engaging with children with and without disabilities within the infant/toddler, preschool, and early elementary age range; and

(2) Ability to engage in the full range of teaching activities, roles, and responsibilities encountered in the natural environment or school setting of a child with disabilities.

(c) Each candidate for certification as an elementary/secondary general special education teacher for children age 5 up to age 21 shall have the following skills, competencies, and knowledge through a combination of academic and supervised field-based experiences:

(1) Skill in engaging with children with and without disabilities from age 5 up to age 21; and

(2) Ability to engage in the full range of teaching activities, roles, and responsibilities encountered in the school and community settings of a child with disabilities.

(d) General special education certification shall qualify a teacher to teach children with disabilities:

(1) Who are able to benefit from general and special education but do not require the specialized knowledge and skills of an educator with a categorical endorsement as defined in Ed 612.07 (c)-(h); and

(2) Whose placement is in general education for more than 50% of the day.

(e) “General education,” as used in (d)(1) and (2) above, means for children in elementary, middle, or high school, instruction in a setting that has the inclusion of children with disabilities in proportion to their presence in the general population utilizing the curriculum of the elementary, middle, or high school and taught by a certified elementary, middle, or high school teacher, with supports from special education personnel, as necessary.

(f) A teacher with general special education certification may serve on the initial identification and the IEP team of a child with a disability: