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Standards

Site: Education Professional Standards Board
Site: Division of Educator Preparation, Assessment, and Internship
Book: Standards
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Date: Thursday, July 18, 2019, 4:53 AM

1. Kentucky Teacher Performance Standards

Teacher Standards for Educator Preparation and Certification established June 30, 2018. These standards shall be used in the evaluation and assessment of a teacher for initial or advanced certification and for the accreditation of educator preparation providers.

  1. Standard 1. Learner development. The teacher shall understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and shall design and shall implement developmentally appropriate and challenging learning experiences.
  2. Standard 2. Learning differences. The teacher shall use the understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  3. Standard 3. Learning environments. The teacher shall work with others to create environments that:
    1. Support individual and collaborative learning; and
    2. Encourage positive social interaction, active engagement in learning, and self-motivation.
  4. Standard 4. Content knowledge. The teacher shall:
    1. Understand the central concepts, tools of inquiry, and structures of the discipline he or she teaches; and
    2. Create learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  5. Standard 5. Application of content. The teacher shall understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  6. Standard 6. Assessment. The teacher shall understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the educator’s and learner’s decision making.
  7. Standard 7. Planning for instruction. The teacher shall plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  8. Standard 8. Instructional strategies. The teacher shall understand and use and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections and to build skills to apply knowledge in meaningful ways.
  9. Standard 9. Professional learning and ethical practice. The teacher shall engage in ongoing professional learning, shall use evidence to continually evaluate his or her practice, particularly the effects of his or her choices and actions on others, such as learners, families, other professionals, and the community, and shall adapt practice to meet the needs of each learner.
  10. Standard 10. Leadership and collaboration. The teacher shall seek appropriate leadership roles and opportunities to:
    1. Take responsibility for student learning;
    2. Collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth; and
    3. Advance the profession.

Please reference 16 KAR 5:010.

2. Environmental Education Standards

NAAEE Standards for the Initial Preparation of Environmental Educators

  1. STANDARD 1. Nature of Environmental Education and Environmental Literacy. Candidates demonstrate knowledge of the evolution, purposes, defining characteristics, and guiding principles of environmental education, as well as the fundamentals of environmental literacy. They understand that environmental education is an evolving field. This knowledge provides a solid foundation on which environmental educators can develop and continue to improve their own practice. [Note: This standard relates to the ability of the candidates to define environmental education and the components of environmental literacy. Standard 2 relates to the degree to which the candidates are themselves environmentally literate.]
      1.1 Candidates demonstrate an understanding of how environmental education has evolved over time and continues to change.
      1.2 Candidates demonstrate an understanding of the defining characteristics and guiding principles of environmental education.
      1.3 Candidates demonstrate an understanding of the components of environmental literacy.
  2. STANDARD 2. Environmental Literacy of Candidates. Candidates demonstrate the knowledge, skills, and dispositions associated with environmental literacy. They use technology as a tool for collecting, analyzing and communicating information about the environment. [Note: Standard 2 relates to the degree to which the candidates are themselves environmentally literate. Standard 1 relates to the ability of the candidates to define environmental education and define the components of environmental literacy.]
      2.1 Candidates demonstrate environmental inquiry skills, and use technology as a tool to answer their own questions.
      2.2 Candidates demonstrate an understanding of the processes and systems that comprise the environment, including Earth as a physical system, the living environment, and human social systems and influences.
      2.3 Candidates identify, select and investigate environmental issues and use technology as a tool when conducting these investigations.
      2.4 Candidates demonstrate an understanding of the importance of exercising the rights and responsibilities of environmental citizenship.
      2.5 Candidates identify and evaluate the need for action on specific environmental issues, identify possible action projects, and evaluated potential outcomes of those action projects.
      2.6 Candidates use the results of their investigations to plan, carry out, and evaluate action projects designed to address selected environmental issues.
  3. STANDARD 3. Learning Theories and Knowledge of Learners. Candidates demonstrate an understanding of theories of learning and human development, learning processes, and individual differences. They demonstrate respect for their students as unique individuals. Candidates apply this knowledge to create positive, effective and responsive learning environments for all students3 in environmental education.
      3.1 Candidates impact diverse students’ learning by applying theories of learning and development when planning, delivering, and improving environmental education instruction.
      3.2 Candidates impact diverse students’ learning by applying an understanding of learning processes when planning, delivering, and improving environmental education.
      3.3 Candidates impact diverse students’ learning by applying an understanding of ability levels and cultural and linguistic backgrounds when planning, delivering, and improving environmental education instruction.
  4. STANDARD 4. Curriculum: Standards and Integration. Candidates demonstrate an understanding of how the unique features of environmental education can be used in the design and enrichment of standards-based curricula and school programs.
      4.1 Candidates align NAAEE’s Guidelines for Learning (PreK-12) and associated environmental literacy components with national, state, and district content standards.
      4.2 Candidates use alignment results to select, adapt, and develop environmental education curricular and instructional materials.
      4.3 Candidates seek opportunities to integrate environmental education into standards-based curricula and school programs.
  5. STANDARD 5. Instructional Planning and Practice. Candidates identify and differentiate among a variety of instructional strategies and tools, including instructional technology that enhance environmental learning. They plan and deliver instruction that promotes environmental literacy and creates stimulating and motivating climates for learning for diverse learners.
      5.1 Candidates describe and critically review a range of instructional materials, resources, technologies, and settings for use in environmental education.
      5.2 Candidates impact students’ learning by selecting and implementing instructional strategies and technologies that meet diverse students’ needs and lead to the development of environmental literacy.
      5.3 Candidates develop technology- rich environmental education instructional plans that address diverse students’ needs.
      5.4 Candidates impact diverse students’ learning by delivering developmentally, culturally and linguistically appropriate and effective environmental education instruction.
  6. STANDARD 6. Assessment. Candidates possess the knowledge, abilities, and commitment to make assessment integral to curriculum and instruction in environmental education, thereby fostering continuous intellectual, social, emotional, and physical development of each student. Candidates demonstrate an understanding of how assistive technologies can be used in assessment. Candidates use assessment as a means of on-going evaluation of effective teaching and learning.
      6.1 Candidates integrate assessment that meets the needs of diverse students into environmental education instruction.
      6.2 Candidates impact diverse students’ learning by using assessment data, collected and analyzed with the aid of technology, to inform environmental education instruction.
      6.3 Candidates impact diverse students’ learning by communicating assessment results and achievement to appropriate individuals.
  7. STANDARD 7. Professional Growth in Environmental Education. Candidates recognize the importance and benefits of belonging to a professional community, and understand that professional development is a life-long endeavor and an indispensable asset to becoming a contributing member of the environmental education profession. Candidates understand and accept the responsibilities associated with practicing environmental education.
      7.1 Candidates identify the benefits and recognize the importance of belonging to a professional environmental education community.
      7.2 Candidates engage in environmental education professional development opportunities, including technology-based opportunities.
      7.3 Candidates provide accurate, balanced, and effective environmental education instruction.
      7.4 Candidates develop a rationale for environmental education and understand the need to advocate for the field of environmental education.

3. Guidance Counseling Program Standards

STANDARDS FOR GUIDANCE COUNSELING PROGRAMS


These standards were approved January 2005 by the Kentucky Education Professional Standards Board. The Kentucky Standards for Guidance Counselor Programs are derived from the Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards and are incorporated by reference in 16 KAR 5:010 that include core curriculum experiences and demonstrated knowledge and skills.


  1. Standard A. FOUNDATIONS OF SCHOOL COUNSELING
      1. history, philosophy, and current trends in school counseling and educational systems;
      2. relationship of the school counseling program to the academic and student services program in the school;
      3. role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school;
      4. strategies of leadership designed to enhance the learning environment of schools;
      5. knowledge of the school setting, environment, and pre-K-12 curriculum;
      6. current issues, policies, laws, and legislation relevant to school counseling;
      7. the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling;
      8. knowledge and understanding of community, environmental, and institutional opportunities that enhance, as well as barriers that impede student academic, career, and personal/social success and overall development;
      9. knowledge and application of current and emerging technology in education and school counseling to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices; and
      10. ethical and legal considerations related specifically to the practice of school counseling (e.g., the ASCA Ethical Standards for School Counselors, and the ACA Code of Ethics).
  2. Standard B. CONTEXTUAL DIMENSIONS OF SCHOOL COUNSELING - Studies that provide an understanding of the coordination of counseling program components as they relate to the total school community, including all of the following:
      1. advocacy for all students and for effective school counseling programs;
      2. coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and community resources to promote program objectives and facilitate successful student development and achievement of all students;
      3. integration of the school counseling program into the total school curriculum by systematically providing information and skills training to assist pre-K-12 students in maximizing their academic, career, and personal/social development.
      4. promotion of the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate;
      5. methods of planning for and presenting school counseling-related educational programs to administrators, teachers, parents, and the community;
      6. methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counseling programs; and
      7. knowledge of prevention and crisis intervention strategies.
  3. Standard C. KNOWLEDGE AND SKILL REQUIREMENTS FOR SCHOOL COUNSELORS
      1. Program Development, Implementation, and Evaluation
        a. use, management, analysis, and presentation of data from school-based information (e.g., standardized testing, grades, enrollment, attendance, retention, placement, surveys, interviews, focus groups, and needs assessment) to improve student outcomes;
        b. design, implementation, monitoring, and evaluation of comprehensive developmental school counseling programs (e.g., the ASCA National Standards for School Counseling Programs) including an awareness of various systems that affect students, school, and home;
        c. implementation and evaluation of specific strategies that meet program goals and objectives;
        d. identification of student academic, career, and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies;
        e. preparation of an action plan and school counseling calendar that reflect appropriate time commitments and priorities in a comprehensive developmental school counseling program;
        f. strategies for seeking and securing alternative funding for program expansion; and
        g. use of technology in the design, implementation, monitoring and evaluation of a comprehensive school counseling program.
      2. Counseling and Guidance
        a. individual and small-group counseling approaches that promote school success through academic, career, and personal/social development for all;
        b. individual, group, and classroom guidance approaches systematically designed to assist all students with academic, career, and personal/social development;
        c. approaches to peer facilitation, including peer helper, peer tutor, and peer mediation programs;
        d. issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression, and suicide);
        e. developmental approaches to assist all students and parents at points of educational transition (e.g., home to elementary school, elementary to middle to high school, high school to postsecondary education and career options);
        f. constructive partnerships with parents, guardians, families, and communities in order to promote each student’s academic, career, and personal/social success;
        g. systems theories and relationship among and between community systems, family systems, and school systems, and how they interact to influence the students and affect each system; and
        h. approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs.
      3. Consultation
        a. strategies to promote, develop, and enhance effective teamwork within the school and larger community;
        b. theories, models, and processes of consultation and change with teachers, administrators, other school personnel, parents, community groups, agencies, and students as appropriate;
        c. strategies and methods of working with parents, guardians, families, and communities to empower them to act on behalf of their children; and
        d. knowledge and skills in conducting programs that are designed to enhance students’ academic, social, emotional, career, and other developmental needs.
  4. Standard D. CLINICAL INSTRUCTION - For the School Counseling Program, practicum/internship experiences must occur in a school counseling setting under the supervision of a site supervisor. The program must clearly define and measure the outcomes expected of practicum/intern students, using appropriate professional resources that address Standards A, B, and C (School Counseling Programs).



PROGRAM OBJECTIVES AND CURRICULUM - Curricular experiences and demonstrated knowledge in each of the eight common core areas are required of all students in the program. The eight common core areas follow:

1. PROFESSIONAL IDENTITY – studies that provide an understanding of all of the following aspects of professional functioning:
  a. history and philosophy of the counseling profession, including significant factors and events;
  b. professional roles, functions, and relationships with other human service providers;
  c. technological competence and computer literacy;
  d. professional organizations, including ASCA/ACA, its divisions, branches, and affiliates, including membership benefits, activities, services to members, and current emphases;
  e. professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues;
  f. public and private policy processes, including the role of the professional counselor in advocating on behalf of the profession;
  g. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and
  h. ethical standards of ASCA, ACA, and related entities, and applications of ethical and legal considerations in professional counseling.
2. SOCIAL AND CULTURAL DIVERSITY – studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural and diverse society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities including all of the following:
  a. multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally;
  b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities;
  c. individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups;
  d. counselors’ roles in social justice, advocacy and conflict resolution, cultural self- awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination to the growth of the human spirit, mind, or body;
  e. theories of multicultural counseling, theories of identity development, and multicultural competencies; and
  f. ethical and legal considerations.
3. HUMAN GROWTH AND DEVELOPMENT – studies that provide an understanding of the nature and needs of individuals at all developmental levels, including all of the following:
  a. theories of individual and family development and transitions across the life-span;
  b. theories of learning and personality development;
  c. human behavior including an understanding of developmental crises, disability, exceptional behavior, addictive behavior, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior;
  d. strategies for facilitating optimum development over the life-span; and
  e. ethical and legal considerations.
4. CAREER DEVELOPMENT – studies that provide an understanding of career development and related life factors, including all of the following:
  a. career development theories and decision-making models;
  b. career, avocational, educational, occupational and labor market information resources, visual and print media, computer-based career information systems, and other electronic career information systems;
  c. career development program planning, organization, implementation, administration, and evaluation;
  d. interrelationships among and between work, family, and other life roles and factors including the role of diversity and gender in career development;
  e. career and educational planning, placement, follow-up, and evaluation;
  f. assessment instruments and techniques that are relevant to career planning and decision making;
  g. technology-based career development applications and strategies, including computer-assisted career guidance and information systems and appropriate world-wide web sites;
  h. career counseling processes, techniques, and resources, including those applicable to specific populations; and
  i. ethical and legal considerations.
5. HELPING RELATIONSHIPS – studies that provide an understanding of counseling and consultation processes, including all of the following:
  a. counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills;
  b. an understanding of essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Studies will also facilitate student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries;
  c. counseling theories that provide the student with a consistent model(s) to conceptualize client presentation and select appropriate counseling interventions. Student experiences should include an examination of the historical development of the counseling theories, an exploration of affective, behavioral, and cognitive theories, and an opportunity to apply the theoretical material to case studies. Students will also be exposed to models of counseling that are consistent with current professional research and practice in the field so that they can begin to develop a personal model of counseling;
  d. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. Students will be exposed to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling;
  e. a general framework for understanding and practicing consultation. Student experiences should include an examination of the historical development of consultation, an exploration of the stages of consultation and the major models of consultation, and an opportunity to apply the theoretical material to case presentations. Students will begin to develop a personal model of consultation;
  f. integration of technological strategies and applications within counseling and consultation processes; and
  g. ethical and legal considerations.
6. GROUP WORK – studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, counseling theories, group counseling methods and skills, and other group approaches, including all of the following:
  a. principles of group dynamics, including group process components, developmental stage theories, groups members’ roles and behaviors, and therapeutic factors of group work;
  b. group leadership styles and approaches, including characteristics of various types of group leaders and leadership styles;
  c. theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature;
  d. group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness;
  e. approaches used for other types of group work, including task groups, psycho educational groups, and therapy groups;
  f. professional preparation standards for group leaders; and
  g. ethical and legal considerations.
7. ASSESSMENT – studies that provide an understanding of individual and group approaches to assessment and evaluation, including all of the following:
  a. historical perspectives concerning the nature and meaning of assessment;
  b basic concepts of standardized and non-standardized testing and other assessment techniques including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, behavioral observations, and computer-managed and computer-assisted methods;
  c. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations;
  d. reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information);
  e. validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity);
  f. age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality, and other factors related to the assessment and evaluation of individuals, groups, and specific populations;
  g. strategies for selecting, administering, and interpreting assessment and evaluatiom instruments and techniques in counseling;
  h. an understanding of general principles and methods of case conceptualization, assessment, and/or diagnoses of mental and emotional status; and
  i. ethical and legal considerations.
8. RESEARCH AND PROGRAM EVALUATION – studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation, including all of the following:
  a. the importance of research and opportunities and difficulties in conducting research in the counseling profession;
  b. research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research;
  c. use of technology and statistical methods in conducting research and program evaluation, assuming basic computer literacy;
  d. principles, models, and applications of needs assessment, program evaluation, and use of findings to effect program modifications;
  e. use of research to improve counseling effectiveness; and
  f. ethical and legal considerations.

4. Infant and Early Childhood Education Standards

Kentucky Teacher Standards for Preparation and Certification: Interdisciplinary Early Childhood Education Birth to Primary Adopted January 1995 - Revised March 2003 by the Kentucky Education Professional Standards Board.

  1. Standard 1. Designs/Plans Instruction. The Interdisciplinary Early Childhood Education (IECE) educator designs and plans experiences and instruction that support the development and learning of infants, toddlers, preschool children, and kindergarten children, including those with disabilities.
    Performance Criteria: The extent to which the IECE educator:
      1.1 Designs developmentally appropriate, comprehensive curriculum and instruction aligned with Kentucky Learner Goals
      1.2 Selects developmentally and individually appropriate strategies and resources to provide activity-based learning experiences
      1.3 Adapts and individualizes curriculum and instruction plans for all children, including those with special needs and disabilities
      1.4 Plans for the effective involvement of team members including assistants, staff, and volunteers across learning environments
      1.5 Incorporates knowledge of multiple disciplines and strategies from team members
      1.6 Incorporates family strengths and resources, priorities, and concerns to plan experiences and instruction (e.g., lesson plans, IFSPs, IEPs, and transition plans) .
  2. Standard 2. Creates/Maintains Environments. The IECE educator creates and maintains learning environments in a variety of settings that support the development and learning of infants, toddlers, preschool children, and kindergarten children, including those with disabilities.
    Performance Criteria: The extent to which the IECE educator:
      2.1 Creates the physical, social, and temporal environment to engage children and maximize learning aligned with Kentucky Learner Goals.
      2.2 Creates and maintains developmentally and individually appropriate activity-based learning environments.
      2.3 Maintains a healthy and safe environment.
      2.4 Provides developmentally and individually appropriate indoor and outdoor environments.
      2.5 Creates environments that recognize and value diversity as a strength in children and families.
      2.6 Adapts environments to support children with special needs and disabilities.
      2.7 Creates, evaluates, and selects technology, materials, and media to enhance the learning environment.
      2.8 Facilitates positive interaction between children and adults.
      2.9 Uses positive guidance techniques to foster children’s self-regulation.
      2.10 Uses responsive techniques to nurture appropriate social interaction and social competence.
      2.11 Functions within legal, ethical, and professional guidelines.
      2.12 Applies adult learning principles in supervising and training adults.
  3. Standard 3. Implements Instruction. The IECE educator introduces, implements, and facilitates experiences and instruction that support development and learning for infants, toddlers, preschool children, and kindergarten children, including those with disabilities.
    Performance Criteria: The extent to which the IECE educator:
      3.1 Facilitates children’s acquisition and integration of behavior, skills, and concepts to support learning aligned with Kentucky Learner Goals.
      3.2 Implements developmentally appropriate individual and group activities in indoor and outdoor environments.
      3.3 Encourages children’s active involvement in a variety of structured and unstructured learning activities.
      3.4 Uses instructional strategies that meet the unique needs of each child.
      3.5 Implements family-centered activities that reflect the family’s resources, priorities, and concerns.
      3.6 Provides learning experiences that support and expand the cultural knowledge and behavior of each child.
      3.7 Provides guidance, learning cues, and positive feedback to children.
      3.8 Manages antecedent and consequent conditions to foster self-management behaviors.
  4. Standard 4. Assesses & Communicates Learning Results. The IECE educator, in collaboration with others, assesses the development and ongoing learning of infants, toddlers, preschool children, and kindergarten children, including those with disabilities, and communicates the results with partners, including families.
    Performance Criteria: The extent to which the IECE educator:
      4.1 Uses developmentally appropriate and authentic assessments to determine child needs, to plan individualized learning experiences, and to develop and implement IFSPs and IEPs.
      4.2 Selects, creates, adapts, and uses multiple modes and methods of assessments which are sensitive to the unique cultural and learning needs of the child.
      4.3 Actively involves families and other team members in the assessment process.
      4.4 Systematically collects, organizes, and records ongoing assessment data to monitor child progress.
      4.5 Monitors, summarizes, and evaluates the acquisition of child and family outcomes as outlined in the IEP or the IFSP.
      4.6 Effectively communicates assessment results and ongoing child progress with families and other team members in everyday language, including native language and communicative mode.
  5. Standard 5. Reflects/Evaluates Professional Practices. The IECE educator reflects on and evaluates professional practices that support the development and learning of infants, toddlers, preschool children, and kindergarten children, including those with disabilities.
    Performance Criteria: The extent to which the IECE educator:
      5.1 Engages in ongoing self-reflection to improve professional practices.
      5.2 Communicates strengths and areas for growth in professional practices as a result of self-reflection.
      5.3 Applies professional ethics, practices and legal mandates in early childhood settings.
      5.4 Reflects upon, evaluates, and modifies involvement of team members including assistants, staff, and volunteers across learning environments.
      5.5 Participates in program evaluation efforts to improve child learning and development.
      5.6 Identifies the professional development needs of assistants, staff and volunteers and provides support to improve each person's performance.
  6. Standard 6. Collaborates with Colleagues/Families/Others. The IECE educator collaborates and consults with team members including colleagues, families, primary caregivers, agency personnel, and other service personnel to design and implement experiences and instruction that support the development and learning of infants, toddlers, preschool children, and kindergarten children, including those with disabilities.
    Performance Criteria: The extent to which the IECE educator:
      6.1 Participates as an effective team member and demonstrates appropriate interpersonal skills to support collaboration in early childhood settings.
      6.2 Seeks and encourages the participation of families as partners in promoting the child's development, sharing information, making decisions, and implementing and evaluating program plans for the child.
      6.3 Consults and collaborates with team members to promote the child's development, share information, make decisions, implement, and evaluate program plans for the child.
      6.4 Seeks advice and collaborates with community members and agencies to provide resources, promote child development, and increase learning in early childhood settings.
      6.5 Articulates the individual outcomes and unique needs for each child to assistants, staff, and volunteers.
      6.6 Provides ongoing constructive feedback to team members about professional practices.
      6.7 Collaborates with families and other team members to support successful transition to next setting.
  7. Standard 7. Engages in Professional Development. The IECE educator engages in self-evaluation of professional practices and implements a professional development plan to improve his/her performance.
    Performance Criteria: The extent to which the IECE educator:
      7.1 Engages in ongoing critical analysis and reflective thinking to assess one's own performance and identify areas for growth.
      7.2 Develops a professional growth plan.
      7.3 Documents professional growth and performance.
      7.4 Demonstrates professional growth through identification with and active participation in professional organizations.
      7.5 Critically reviews and applies research and recommended practices.
      7.6 Seeks support and expertise of others to improve professional practice.
      7.7 Acquires and integrates information from a variety of resources to expand personal knowledge of child development, interdisciplinary practices, diversity, and family-centered services.
  8. Standard 8. Supports Families. The IECE educator supports families through family-centered services that promote independence and self-determination.
    Performance Criteria: The extent to which the IECE educator:
      8.1 Assists families in articulating resources, priorities, and concerns.
      8.2 Demonstrates sensitivity to characteristics of each child's family and community and shows respect for cultural preferences and socioeconomic influences.
      8.3 Implements a continuum of family-centered services which support child development.
      8.4 Informs families of program objectives, procedures, and legal rights.
      8.5 Applies adult learning principles to parent education activities .
      8.6 Promotes family participation in adult education opportunities and school and community activities.
      8.7 Demonstrates knowledge of family structure, style, and stages of family and adult development.
      8.8 Communicates with families and other team members in everyday language including their native language and communicative mode, using interpreters if appropriate.
  9. Standard 9. Demonstrates Implementation of Technology. The IECE educator uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, families, and community agencies; and conduct research.
    Performance Criteria: The extent to which the IECE educator:
      9.1 Operates a multimedia computer and peripherals to install and use a variety of software.
      9.2 Uses terminology related to computers and technology appropriately in written and verbal communication.
      9.3 Demonstrates knowledge of the use of technology in business, industry, and society.
      9.4 Demonstrates basic knowledge of computer/peripheral parts and attends to simple connections and installations.
      9.5 Creates multimedia presentations using scanners, digital cameras, and video cameras.
      9.6 Uses the computer to do word processing, create databases and spreadsheets, access electronic mail and the Internet, make presentations, and use other emerging technologies to enhance professional productivity and support instruction.
      9.7 Uses computers and other technologies such as interactive instruction, audio/video conferencing, and other distance-learning applications to enhance professional productivity and support instruction
      9.8 Requests and uses appropriate assistive and adaptive devices for children with special needs
      9.9 Designs lessons that use technology to address diverse needs and learning styles of children
      9.10 Practices equitable and legal use of computers and technology in professional activities
      9.11 Facilitates the lifelong learning of self and others through the use of technology
      9.12 Explores, uses, and evaluates technology resources: software, applications, and related documentation
      9.13 Applies research-based instructional practices that use computers and other technology.
      9.14 Uses computers and other technology for individual, small group, and large group learning activities.
      9.15 Uses technology to support multiple assessments of children’s learning.
      9.16 Instructs and supervises children in the ethical and legal use of technology.


Preamble to Kentucky Teacher Standards for IECE Birth to Primary Candidates
The Kentucky Teacher Standards for Preparation and Certification: Interdisciplinary Early Childhood Education (IECE) Birth to Primary reflect performances expected of educators within a variety of environments, including classrooms, childcare settings, the children's homes, hospitals, or any other natural environments. Within these environments, instruction will include individual child activities, parent-child activities, and instruction in small and large groups. IECE educators should be knowledgeable of developmentally appropriate and research-based practices in facilitating experiences for all children, including those with disabilities and from diverse populations. By demonstrating a thorough knowledge of content areas, IECE educators will design, create, and implement experiences for the children in the areas of cognitive, adaptive, social, physical, and emotional development and communication skills. The instruction/plans may include Individual Family Service Plans (IFSPs), Individual Education Programs (IEPs), and transition plans developed in partnership with family members and other service providers. IECE educators will use assessment and evaluation practices to inform instruction and document children’s learning while engaging in self-evaluation as part of this continuous improvement process.
In Kentucky all teaching and learning tasks address Kentucky's academic expectations. These identify what children need in order to be successful in the world of the future. Thus, teachers design and implement instruction and assess learning that develops children’s abilities to:
• Use basic communication and mathematics skills in finding, organizing, expressing, and responding to information and ideas.
• Apply core concepts and principles from science, arts and humanities, mathematics, practical living studies, social studies, and vocational studies.
• Become a self-sufficient individual who demonstrates high self-esteem, a healthy lifestyle, flexibility, creativity, self-control, and independent learning.
• Become a responsible group member who demonstrates consistent, responsive, and caring behavior; interpersonal skills; respect for the rights and responsibilities of others; worldviews; and an open mind to other perspectives.
• Think and solve problems, including the ability to think critically and creatively, develop ideas and concepts, and make rational decisions.
• Connect and integrate experiences and new knowledge throughout the curriculum, question and interpret ideas from diverse perspectives, and apply concepts to real-life situations.


Kentucky Teacher Standards for IECE Birth to Primary Candidates
The Kentucky Teacher Standards for Preparation and Certification: IECE Birth to Primary each contain a general standard statement followed by a set of performance criteria to be used in evaluating the quality of performance of first-year teacher candidates presented with specific teaching tasks. The standard statement describes the category of tasks beginning teachers should be able to perform. The performance criteria describe those factors used to judge the quality of teacher performances. Scoring rubrics or guides will enable one to evaluate the teachers’ level of performance for each standard.
The Kentucky Teacher Standards for Preparation and Certification: IECE Birth to Primary are described in the order that teachers might perform tasks (e.g., plan, implement instruction, assess learning, reflect on and evaluate instruction). However, it should be understood that the order in which they are presented does not imply priority or degree of importance.

5. ISLLC Standards

Educational Leadership Policy Standards: ISLLC 2008

  1. Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
      Functions:
        A. Collaboratively develop and implement a shared vision and mission
        B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning
        C. Create and implement plans to achieve goals
        D. Promote continuous and sustainable improvement
        E. Monitor and evaluate progress and revise plans
  2. Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
      Functions:
        A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations
        B. Create a comprehensive, rigorous, and coherent curricular program
        C. Create a personalized and motivating learning environment for students
        D. Supervise instruction
        E. Develop assessment and accountability systems to monitor student progress
        F. Develop the instructional and leadership capacity of staff
        G. Maximize time spent on quality instruction
        H. Promote the use of the most effective and appropriate technologies to support teaching and learning
        I. Monitor and evaluate the impact of the instructional program
  3. Standard 3: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.
      Functions:
        A. Monitor and evaluate the management and operational systems
        B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources
        C. Promote and protect the welfare and safety of students and staff
        D. Develop the capacity for distributed leadership
        E. Ensure teacher and organizational time is focused to support quality instruction and student learning
  4. Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
      Functions:
        A. Collect and analyze data and information pertinent to the educational environment
        B. Promote understanding, appreciation, and use of the community’s diverse cultural, social and intellectual resources
        C. Build and sustain positive relationships with families and caregivers
        D. Build and sustain productive relationships with community partners
  5. Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
      Functions:
        A. Ensure a system of accountability for every student’s academic and social success
        B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior
        C. Safeguard the values of democracy, equity, and diversity
        D. Consider and evaluate the potential moral and legal consequences of decision-making
        E. Promote social justice and ensure that individual student needs inform all aspects of schooling
  6. Standard 6: An education leader promotes the success of every student by understanding, responding to and influencing the political, social, economic, legal, and cultural context.
      Functions:
        A. Advocate for children, families, and caregivers
        B. Act to influence local, district, state, and national decisions affecting student learning
        C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies

6. Dispositions, Dimensions, and Functions for School Leaders

Kentucky Cohesive Leadership System Continuum for Principal Preparation and Development

Dimensions and Functions for School Leaders

  1. Dimension 1. Leading Teaching and Learning
      Function: 1.1 Curriculum
        1.1.a Understands the processes to align, audit, monitor, and evaluate curriculum
        1.1.b Understands the design, purpose and analysis of curriculum maps and pacing guides that are aligned with Program of Studies, performance standards, and core content
        1.1.c Understands how to design course schedule(s) and sequences that provide rigorous programs accessible by all students
        1.1.d Understands the strategies and structures to support improvements in literacy and numeracy as the priority in a well rounded curriculum.
        1.1.e Understands the importance of diversity in developing and implementing curriculum.
      Function: 1.2 Instruction and Learning Interventions
        1.2.a Understands learning interventions to address skill deficits and learning needs of students.
        1.2.b Understands the process of providing multiple opportunities to learn by regrouping students, re-teaching lessons, and modifying strategies based on formal and informal assessments.
        1.2.c Understands appropriate use of varied research-based instructional strategies.
        1.2.d Understands the appropriate use of technology in instructional settings.
  2. Dimension 2. Assessing the Instructional Program and Monitoring Student Performance
      Function: 2.1 Assessment
        2.1.a Understands the connection between national, state, district, school and classroom assessments and their impact on curriculum and instruction.
        2.1.b Understands how to use the results of multiple assessments to provide meaningful feedback on learning
        2.1.c Understands, analyzes and applies school data to:
          Identify learning and achievement gaps
          Determine system, instructional, and student needs
          Develop a monitoring and improvement process for curriculum, instruction, evaluation, and professional development.
        2.1.d Knows a variety of protocols to promote teacher collaboration in analyzing student work.
      Function: 2.2 Data-Driven Decision Making, Monitoring Student Learning and Ensuring Accountability
        2.2.a Understands how to use data to prioritize decisions and drive change.
        2.2.b Understands how to use assessment data to determine and address curricular gaps.
        2.2.c Understands the importance of monitoring classroom assessments to inform instructional practice.
        2.2.d Understands how to conduct and interpret research to improve student performance
        2.2.e Understands how to be a good consumer of research
        2.2.f Understands the need to identify and remove barriers to student learning
  3. Dimension 3. Securing and Developing Staff
      Function: 3.1 Staff Selection
        3.1.a Understands the dispositions, content knowledge and pedagogy of effective teachers.
        3.1.b Understands methods of assessing the dispositions, content knowledge and pedagogy of teaching applicants.
        3.1.c Understands the importance of aligning the staff recruitment and selection process with the diversity needs of the school, school mission, vision, and school improvement plan.
        3.1.d Understands how to apply legal requirements, state and district personnel policies and procedures.
      Function: 3.2 Personnel Evaluation3.2.a Understands how to evaluate staff performance and plan professional growth of staff.
        3.2.b Understands the Kentucky Teacher Standards and instructional best practices for use in personnel evaluation.
        3.2.c Understands the components and legal requirements of formative and summative staff evaluation.
        3.2.d Understands effective classroom observation techniques and teacher conferencing methods.
        3.2.e Understands how to collaboratively develop professional growth plans based on instructional needs identified through the evaluation process.
      Function: 3.3 Work Conditions and Environment
        3.3.a Understands the effective use of instructional time and resources for effective learning.
        3.3.b Develops effective methods for open communications between staff and administrators.
        3.3.c Recognizes strategies of motivation, recognition, and rewards in sustaining and improving teacher performance.
        3.3.d Understands the importance of professional relationships with and among school staff.
      Function: 3.4 Professional Development (PD)
        3.4.a Knows theories and research underlying effective professional development.
        3.4.b Understands the significance of continual attention to effective teaching practices and discussions about current research and theory.
        3.4.c Understands the critical attributes of an effective PD system.
        3.4.d Demonstrates a commitment to learning.
  4. Dimension 4. Building Culture and Community
      Function: 4.1 School Culture
        4.1.a Understands strategies to reinforce norms of behavior within a school culture conducive to student learning and achievement.
        4.1.b Understands strategies to promote effective change.
        4.1.c Understands the elements of and impact of formal and informal school culture.
        4.1.d Understands how data can be used to influence and inform school culture.
        4.1.e Understands that individuals, families and communities need to be active partners in school success.
        4.1.f Understands how to engage all stakeholders.
        4.1.g Understands the importance of treating all individuals with fairness, dignity and respect.
        4.1.h Understands the need to use the influence of the office to enhance student learning and achievement rather than for personal gain.
      Function: 4.2 Learning Communities for Students and Staff
        4.2.a Understands how to create and sustain a school wide learning environment based on a shared sense of community and cooperation.
        4.2.b Understands the importance of varied values and opinions.
        4.2.c Understands characteristics of professional learning communities that focus on student learning and achievement.
        4.2.d Understands how to foster individual and collective accountability among staff members to improve student learning and achievement.
      Function: 4.3 Professional Ethics
        4.3.a Understands the need to model beliefs, ideals, and professional ethics conducive to student learning and achievement.
        4.3.b Understands the importance of a commitment to equity and diversity.
        4.3.c Understands the roles and responsibilities of all school administrative, departmental and support staff, leadership teams, committees, and school-based council.
        4.3.d Understands the importance of modeling a personal and professional code of ethics.
  5. Dimension 5. Creating Organizational Structures and Operations
      Function: 5.1 Operational Vision and Mission
        5.1.a Understands the importance of vision and developing a personal vision for school leadership.
        5.1.b Understands the importance of a collaborative process to develop shared beliefs, vision and mission that supports student learning and achievement.
        5.1.c Knows a variety of strategies to align resources, operational procedures and organizational structures with the school vision and mission.
        5.1.d Understands how modeling values, beliefs, and attitudes can inspire others to higher levels of performance.
      Function: 5.2 School Improvement Planning and Implementation
        5.2.a Understands systems thinking as related to student learning and achievement and designs appropriate strategies.
        5.2.b Understands the role of leadership and shared decision making in school improvement planning.
        5.2.c Understands the development, implementation and monitoring of a school improvement plan aligned with data, policy and regulation.
      Function: 5.3 Procedures and Structures
        5.3.a Understands basic management skills to foster student safety, learning and achievement.
        5.3.b Understands problem-solving techniques for decision making purposes.
      Function: 5.4 Legal Framework
        5.4.a Understands the laws, regulations, and policies under which the school must function.
  6. Dimension 6. Leveraging Community Systems and Resources
      Function: 6.1 Family and Community
        6.1.a Understands strategies to build learning relationships with families.
        6.1.b Understands strategies to build partnerships with community stakeholders
        6.1.c Understands strategies to leverage multiple resources to improve student learning and achievement
        6.1.d Understands and considers the prevailing values of the diverse community.
        6.1.e Understands the importance of community stakeholder involvement in student learning and achievement
        6.1.f Understands how to assess family and community concerns, expectations and needs.
        6.1.g Understands how the community environment in which schools operate can be influenced on behalf of all students and their families.
        6.1.h Understands the need for ongoing dialogue with representatives of diverse community groups.
        6.1.i Understands the importance of being engaged in the larger community outside of the local school.
      Function: 6.2 Districts
        6.2.a Understands the district protocol for accessing additional external resources
        6.2.b Understands how to allocate and integrate district resources available for addressing all student needs.
        6.2.c Understands how to leverage district resources for school improvement.
        6.2.d Understands the importance of monitoring and evaluating district resources based on changing student needs.
      Function: 6.3 Policy Environment
        6.3.a Understands how to influence public policy to provide quality education for all students.
        6.3.b Understands how to operate within the political environment in which the school exists.

7. Safety Educator Standards

Kentucky’s Safety Educator Standards for Preparation and Certification

  1. STANDARD I Creates conditions that promote and maintain a positive, safe, and healthy school culture, climate, and environment - The safety educator facilitates and coordinates efforts to provide a safe, healthy, and nurturing school climate to promote student learning.
    PERFORMANCE CRITERIA: The extent to which the safety educator:
      1.1 Demonstrates knowledge of research-based strategies and best practices that facilitate a safe, healthy, and nurturing school climate that promotes student learning.
      1.2 Demonstrates knowledge of and skills in facilitating positive interpersonal relationships.
      1.3 Demonstrates knowledge of and skills in identifying symptoms of stress, anger, and fear, as well as research-based positive intervention strategies.
      1.4 Demonstrates knowledge of and skills in positive techniques such as problem solving, verbal de-escalation, conflict resolution, and peer mediation.
      1.5 Demonstrates skills in addressing diversity, bullying, harassment, and discrimination issues.
      1.6 Demonstrates knowledge of and skills in developing, implementing and assessing a building safety and supervision plan that utilizes school personnel, parents, and community representatives.
      1.7 Demonstrates knowledge of and skills in identifying physical facility factors and high-risk areas.
      1.8 Demonstrates knowledge and appropriate use of detection/surveillance technology.
      1.9 Demonstrates knowledge of policies, procedures and educational alternatives to facilitate effective classroom, school, and district-wide behavior management.
      1.10 Demonstrates knowledge of appropriate strategies for the identification, assessment, and management of threats.
  2. STANDARD II Fosters positive individual development - The safety educator fosters positive individual development of students that contributes to a positive, safe, and healthy school culture, climate, and environment
    PERFORMANCE CRITERIA: The extent to which the safety educator:
      2.1 Applies knowledge of typical and atypical physical, socio-emotional, and cognitive development of P-12 students to promote a safe school environment.
      2.2 Demonstrates knowledge of resiliency and risk factors in providing appropriate prevention and intervention strategies.
      2.3 Collaborates with students, teachers, administrators, certified/classified support staff, and parents to facilitate the integration of school safety, violence prevention, and social skills training into the academic curriculum.
  3. STANDARD III Utilizes safe school assessment data - The safety educator utilizes data from a variety of sources to promote school safety.
    PERFORMANCE CRITERIA: The extent to which the safety educator:
      3.1 Demonstrates knowledge of and the ability to access multiple sources of school safety data such as the Kentucky Center for School Safety’s Safe Schools Annual Report, School Data Safety Project Report, Effective School Survey, KIDS Count Data, Dropout and Truancy Reports, CATS: Cognitive and Non-Cognitive Data, Safe School Surveys, Crisis Response Plan, Physical Plant Criteria such as OSHA and state regulations, Southern Association SACS, and State Agency Assessments
      3.2 Assists with the interpretation of cognitive and non-cognitive data to facilitate changes to support school safety for student learning.
      3.3 Reports data on school discipline practices related to race, gender, and disability.
      3.4 Uses appropriate school safety data in developing and implementing the school safety plan, including needs assessment, selection of research-based strategies, and program evaluation.
  4. STANDARD IV Coordinates crisis/emergency procedures and communication - The safety educator demonstrates the knowledge and skills to prevent crises and to appropriately implement crisis intervention and post-intervention plans under extremely stressful circumstances.
    PERFORMANCE CRITERIA: The extent to which the safety educator:
      4.1 Assists in the development of an emergency management plan that includes preparation, response, recovery, and communication.
      4.2 Establishes a trained multidisciplinary crisis response team based on a nationally accepted model (Critical Incident Stress Debriefing (CISD), National Organization for Victim Assistance (NOVA), or Red Cross) to develop an emergency/crisis response kit/box for each building, conduct school crisis drills, and plan for post-intervention activities.
      4.3 Establishes a trained mental health team to deliver psychological first-aid services following a crisis.
      4.4 Facilitates the training of school personnel, students, and community members in crisis prevention, response, and recovery.
      4.5 Accesses a network of community, state, and national crisis responders as necessary.
      4.6 Assists in crisis response assessment.
      4.7 Provides information to media and other appropriate audiences following a crisis.
      4.8 Maintains knowledge of current issues, research, laws, and regulations relating to crisis response.
  5. STANDARD V Possesses knowledge of policies and legal issues related to school safety - The safety educator demonstrates knowledge of current legal issues and professional responsibilities essential for safe schools.
    PERFORMANCE CRITERIA: The extent to which the safety educator:
      5.1 Demonstrates knowledge of civil and criminal law related to school safety.
      5.2 Demonstrates understanding of how district policies and codes of conduct support safety efforts and comply with local, state, and federal laws.
      5.3 Assists school personnel in addressing legal issues and professional responsibilities with regard to student behavior and school safety.
      5.4 Demonstrates knowledge of issues related to diversity, bullying, harassment, and discrimination.
      5.5 Demonstrates knowledge of appropriate and lawful information gathering procedures.
      5.6 Facilitates partnerships between law enforcement and school personnel.

8. School Social Work Standards

National Association of Social Work's (NASW) Standards for School Social Work Practice

  1. Standard 1. A school social worker shall demonstrate commitment to the values and ethics of the social work profession and shall use NASW's Code of Ethics as a guide to ethical decision making.
  2. Standard 2. School social workers shall organize their time, energies, and workloads to fulfill their responsibilities and complete assignments of their position, with due consideration of the priorities among their various responsibilities.
  3. Standard 3. School social workers shall provide consultati9n to local education agency personnel, school board members, and community representatives to promote understanding and effective utilization of school social work services.
  4. Standard 4. School social workers shall ensure that students and their families are provided services within the context of multicultural understanding and competence that enhance families' support of students' learning experiences.
  5. Standard 5. School social work services shall be extended to students in ways that build students' individual strengths and offer students maximum opportunity to participate in the planning and direction of their own learning experience.
  6. Standard 6. School social workers shall help empower students and their families to gain access to and effectively use formal and informal community resources.
  7. Standard 7. School social workers shall maintain adequate safeguards for the privacy and confidentiality of information.
  8. Standard 8. School social workers shall advocate for students and their families in a variety of situations.
  9. Standard 9. As leaders and members of interdisciplinary teams and coalitions school social , workers shall work collaboratively to mobilize the resources of local education agencies and communities to meet the needs of students and families.
  10. Standard 10. School social workers shall develop and provide training and educational programs that address the goals and mission of the educational institution.
  11. Standard 11. School social workers shall maintain accurate data that are relevant to planning, management, and evaluation of school social work services.
  12. Standard 12. School social workers shall conduct assessments of student needs that are individualized and provide information that is directly useful for designing interventions that address behaviors of concern.
  13. Standard 13. School social workers shall incorporate assessments in developing and implementing intervention and evaluation plans that enhance student$' abilities to benefit from educational experiences.
  14. Standard 14. School social workers, as systems change agents, shall identify areas of need that are not being addressed by the local education agency and community and shall work to create services that address these needs.
  15. Standard 15. School social workers shall be trained in and use mediation and conflictresolution strategies to promote students' resolution of their nonproductive encounters in the school and community and to promote productive relationships.
  16. Standard 16. School social workers shall meet the provisions for practice set by NASW.
  17. Standard 17. School social workers shall possess knowledge and understanding basic to the social work profession.
  18. Standard 18. School social workers shall understand the backgrounds and broad range of experiences that shape students' approaches to learning.
  19. Standard 19. School social workers shall possess knowledge and understanding of the organization and structure of the local education agency (school district).
  20. Standard 20. School social workers shall possess knowledge and understanding of the reciprocal influences of home, school, and community.
  21. Standard 21. School social workers shall possess skills in systematic assessment and investigation.
  22. Standard 22. School social workers shall understand the relationship between practice and policies affecting students.
  23. Standard 23. School social workers shall be able to select and apply empirically validated or promising prevention and intervention methods to enhance students' educational experiences.
  24. Standard 24. School social workers shall be able to evaluate their practice and disseminate the findings to consumers, the local education agency, the community, and the profession.
  25. Standard 25. School social workers shall possess skills in developing coalitions at the local, state, and national levels that promote student success.
  26. Standard 26. School social workers shall be able to promote collaboration among community health and mental health services providers and facilitate student access to these services.
  27. Standard 27. School social workers shall assume responsibility for their own continued professional development in accordance with the NASW Standards for Continuing Professional Education * and state requirements.
  28. Standard 28. School social workers shall contribute to the development of the profession by educating and supervising school social work interns.


9. Technology Standards for School Administrators (TSSA) Standards

Technology Standards for School Administrators

  1. Standard I. Leadership and Vision: Educational leaders inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision.
      Educational leaders:
        A. facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision.
        B. maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-range, and systemic technology plan to achieve the vision.
        C. foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology.
        D. use data in making leadership decisions.
        E. advocate for research-based effective practices in use of technology.
        F. advocate, on the state and national levels, for policies, programs, and funding opportunities that support implementation of the district technology plan.
  2. Standard II. Learning and Teaching: Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching.
      Educational leaders:
        A. identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-based curriculum leading to high levels of student achievement.
        B. facilitate and support collaborative technology-enriched learning environments conducive to innovation for improved learning.
        C. provide for learner-centered environments that use technology to meet the individual and diverse needs of learners.
        D. facilitate the use of technologies to support and enhance instructional methods that develop higher-level thinking, decision-making, and problem-solving skills.
        E. provide for and ensure that faculty and staff take advantage of quality professional learning opportunities for improved learning and teaching with technology.
  3. Standard III. Productivity and Professional Practice: Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others.
      Educational leaders:
        A. model the routine, intentional, and effective use of technology.
        B. employ technology for communication and collaboration among colleagues, staff, parents, students, and the larger community.
        C. create and participate in learning communities that stimulate, nurture, and support faculty and staff in using technology for improved productivity.
        D. engage in sustained, job-related professional learning using technology resources.
        E. maintain awareness of emerging technologies and their potential uses in education.
        F. use technology to advance organizational improvement.
  4. Standard IV. Support, Management, and Operations: Educational leaders ensure the integration of technology to support productive systems for learning and administration.
      Educational leaders:
        A. develop, implement, and monitor policies and guidelines to ensure compatibility of technologies.
        B. implement and use integrated technology-based management and operations systems.
        C. allocate financial and human resources to ensure complete and sustained implementation of the technology plan.
        D. integrate strategic plans, technology plans, and other improvement plans and policies to align efforts and leverage resources.
        E. implement procedures to drive continuous improvements of technology systems and to support technology replacement cycles.
  5. Standard V. Assessment and Evaluation: Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation.
      Educational leaders:
        A. use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity.
        B. use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning.
        C. assess staff knowledge, skills, and performance in using technology and use results to facilitate quality professional development and to inform personnel decisions.
        D. use technology to assess, evaluate, and manage administrative and operational systems.
  6. Standard VI. Social, Legal, and Ethical Issues: Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues.
      Educational leaders:
        A. ensure equity of access to technology resources that enable and empower all learners and educators.
        B. identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of technology.
        C. promote and enforce privacy, security, and online safety related to the use of technology.
        D. promote and enforce environmentally safe and healthy practices in the use of technology.
        E. participate in the development of policies that clearly enforce copyright law and assign ownership of intellectual property developed with district resources.

10. Teacher Leader Standards

Section 1. Teacher Leader Standards for Educator Preparation and Certification. Effective August 1, 2019, the Education Professional Standards Board shall use the standards established in this section in the evaluation and assessment of a teacher leader for advanced certification and for the approval of teacher leader master preparation programs.

  1. Standard 1. Foster a Collaborative Culture to Support Educator Development and Student Learning.
    1. The teacher leader shall be well versed in adult learning theory and shall use that knowledge to create a community of collective responsibility within his or her school; and
    2. In promoting this collaborative culture among fellow teachers, administrators, and other school leaders, the teacher leader shall ensure improvement in educator instruction and, consequently, student learning.
  2. Standard 2. Access and Use Research to Improve Practice and Student Learning.
    1. The teacher leader shall keep abreast of the latest research about teaching effectiveness and student learning, and shall implement best practices if appropriate; and
    2. He or she shall model the use of systematic inquiry as a critical component of teachers’ ongoing learning and development.
  3. Standard 3. Promote Professional Learning for Continuous Improvement.
    1. The teacher leader shall understand that the processes of teaching and learning are constantly evolving; and
    2. The teacher leader shall design and facilitate job-embedded professional development opportunities aligned with school improvement goals.
  4. Standard 4. Facilitate Improvements in Instruction and Student Learning.
    1. The teacher leader shall possess a deep understanding of teaching and learning, and model an attitude of continuous learning and reflective practice for colleagues; and
    2. The teacher leader shall work collaboratively with other teachers to improve instructional practices constantly.
  5. Standard 5: Promote the Use of Assessments and Data for School and District Improvement.
    1. The teacher leader shall be knowledgeable about the design of assessments, both formative and summative; and
    2. The teacher leader shall work with colleagues to analyze data and interpret results to inform goals and to improve student learning.
  6. Standard 6: Improving Outreach and Collaboration with Families and Community
    1. The teacher leader shall understand the impact that families, cultures, and communities have on student learning; and
    2. As a result, the teacher leader shall seek to promote a sense of partnership among these different groups toward the common goal of excellent education.
  7. Standard 7: Advocate for Student Learning and the Profession.
    1. The teacher leader shall understand the landscape of education policy and shall identify key players at the local, state, and national levels; and
    2. The teacher leader shall advocate for the teaching profession and for policies that benefit student learning.

Section 2. The teacher leader may utilize the guidance contained within the Teacher Leader Model Standards published by the Teacher Leadership Exploratory Consortium.