Original Notice.

     Preproposal statement of inquiry was filed as WSR 02-10-047 and 02-05-060.

     Title of Rule: Various sections of chapter 180-78A WAC, Approval standards for performance-based preparation programs for teachers, administrators, and educational staff associates; chapter 180-79A WAC, Standards for teacher, administrator, and educational staff associate certification; and chapter 180-82 WAC, Certificate endorsements and assignment of certificated personnel.

     Purpose: To amend rules regarding principal preparation and certification and make a number of editorial/clarifying amendments.

     Statutory Authority for Adoption: RCW 28A.305.130 and 28A.410.010.

     Statute Being Implemented: None.

     Summary: The proposed amendments will establish performance-based leadership standards for principal preparation and certification, thus providing a framework to implement a continuum of principal development. The amendments also include a number of clarifying amendments, including clarification of the time period for renewal credits for the professional certificate.

     Reasons Supporting Proposal: See Summary above.

     Name of Agency Personnel Responsible for Drafting, Implementation and Enforcement: Larry Davis, State Board of Education, Olympia, (360) 725-6024.

     Name of Proponent: State Board of Education, governmental.

     Rule is not necessitated by federal law, federal or state court decision.

     Explanation of Rule, its Purpose, and Anticipated Effects: See Summary above.

     Proposal Changes the Following Existing Rules: See Summary above.

     No small business economic impact statement has been prepared under chapter 19.85 RCW. Not applicable.

     RCW 34.05.328 does not apply to this rule adoption. Not applicable.

     Hearing Location: Enumclaw School District, 2929 McDougall Avenue, Enumclaw, WA 98022-7499, on August 21, 2002, at 8:00 a.m.

     Assistance for Persons with Disabilities: Contact Laura Moore by August 7, 2002, TDD (360) 664-3631, or (360) 725-6027.

     Submit Written Comments to: Rules Coordinator, State Board of Education, P.O. Box 47206, Olympia, WA 98504-7206, fax (360) 586-2357, by August 7, 2002.

     Date of Intended Adoption: August 23, 2002.

July 2, 2002

Larry Davis

Executive Director

OTS-5793.1

AMENDATORY SECTION(Amending WSR 01-19-080, filed 9/19/01, effective 10/20/01)

WAC 180-78A-010   Definition of terms.   The following definitions shall be used in this chapter:

     (1) "College or university" means any regionally accredited baccalaureate degree granting Washington institution of higher learning or cooperative group of such institutions which has or develops programs of preparation in education which are submitted to the state board of education for approval.

     (2) "Endorsement" means a specification placed on a certificate to indicate the subject area, grade level, and/or specialization for which the individual is prepared to teach.

     (3) "Interstate compact" means the contractual agreement among several states authorized by RCW 28A.690.010 and 28A.690.020 which facilitates interstate reciprocity.

     (4) "Program approval" means the approval by the state board of education of an educator preparation program within Washington state.

     (5) "Field experience" means a sequence of learning experiences which occur in actual school settings or clinical or laboratory settings. Such learning experiences are related to specific program outcomes and are designed to integrate educational theory, knowledge, and skills in actual practice under the direction of a qualified supervisor.

     (6) "Regionally accredited institution of higher education" means a community college, college, or university which is a candidate for accreditation or is accredited by one of the following regional accrediting bodies:

     (a) Middle States, Association of Colleges and Schools;

     (b) New England Association of Schools and Colleges;

     (c) North Central Association of Colleges and Schools;

     (d) Northwest Association of Schools and of Colleges and Universities;

     (e) Southern Association of Colleges and Schools;

     (f) Western Association of Schools and Colleges: Accrediting Commission for Junior and Senior Colleges.

     (7) "An approved performance-based educator preparation program" means a program that requires the candidate to demonstrate in multiple ways, over time, specific state board of education required standards, criteria, knowledge and skills, including, where appropriate, evidence related to positive impact on student learning.

     (8) "A positive impact on student learning" means that a teacher through instruction and assessment has been able to document students' increased knowledge and/or demonstration of a skill or skills related to the state goals and/or essential academic learning requirements: Provided, That teachers employed by private schools who are candidates for the professional teaching certificate shall document students' increased knowledge and/or demonstration of a skill or skills related to either:

     (a) The state goals or essential academic learning requirements; or

     (b) Such alternative learning goals as the private school has established.

     (9) "Collaboration" (as used in WAC 180-78A-500 through 180-78A-540) means ongoing communication among the professional growth team members using a variety of formats (e.g., conferences, electronic mail, conference calls, etc.) to reach consensus regarding the content - course work, experiences, competencies, knowledges and skills - of the candidate's professional growth plan.

     (10) "Professional growth team."

     (a) Teacher "professional growth team" means a team ((of persons)) comprised of the candidate for professional certification, a colleague specified by the candidate, a college or university advisor appointed by the college or university, and a representative from the school district in which the candidate teaches.

     (b) Principal/program administrator "professional growth team," for the purpose of professional certification, means a team comprised of the candidate for the professional certificate, a district representative or designee, a professional association representative, and a college or university advisor. "Professional growth team," for the purpose of renewal of the professional certificate, means a team comprised of the individual renewing the certificate and the superintendent, or superintendent designee or appointed representative.

     (11) "Individual professional growth plan" means the document which identifies the specific competencies, knowledges, skills and experiences needed to meet the standards set forth in WAC 180-78A-540. The individual professional growth plan shall meet requirements set forth in WAC 180-78A-535 (4)(a).

     (12) "Preassessment seminar" means that component of the approved professional certificate program in which the candidate for a professional certificate, in collaboration with members of his/her professional growth team, identifies specific competencies, knowledges, skills and/or experiences needed to meet standards for the certificate as required by WAC 180-78A-540. The preassessment seminar shall meet requirements set forth in WAC 180-78A-535 (4)(a).

     (13) "Culminating seminar" means that component of the approved professional certificate program in which the candidate for a professional certificate presents his/her final documentation and evidence of professional certificate level knowledge, skill and performance, and positive impact on student learning. The culminating seminar shall meet requirements set forth in WAC 180-78A-535 (4)(e).

[Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). 01-19-080, § 180-78A-010, filed 9/19/01, effective 10/20/01; 00-03-049, § 180-78A-010, filed 1/14/00, effective 2/14/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-78A-010, filed 12/23/98, effective 1/23/99. Statutory Authority: RCW 28A.410.010 and 28A.305.130. 98-01-025, § 180-78A-010, filed 12/8/97, effective 1/8/98. Statutory Authority: RCW 28A.305.130. 97-04-084, § 180-78A-010, filed 2/5/97, effective 3/8/97.]

     (1) All professional education programs shall be reviewed for approval under the 1997 program approval standards of chapter 180-78A WAC by August 31, 2000. Colleges and universities may permit individuals accepted into preparation programs on or before August 31, 2000, to obtain certification by meeting requirements of programs approved under approval standards described in chapter 180-78 WAC if the individuals complete the program on or before August 31, 2003, and the college or university verifies program completion to the superintendent of public instruction on or before December 31, 2003: Provided, That the state board of education or its designee may waive this deadline on a case-by-case basis.

     (2) All principal/program administrator programs shall be reviewed for approval under the 2002 program approval standards of chapter 180-78A WAC by August 31, 2004. Colleges and universities may permit individuals accepted into principal/program administrator programs on or before August 31, 2004, to obtain certification by meeting requirements of programs approved under 1997 approval standards described in chapter 180-78A WAC if the individuals complete the program on or before August 31, 2006, and the college or university verifies program completion to the superintendent of public instruction on or before December 31, 2006. Provided, That the state board of education or its designee may waive this deadline on a case-by-case basis.

     (3) Institutions shall be given at least one year notification prior to a state board of education review for compliance with these standards: Provided, That if an institution requests a visit with less than a year's notice, the state board of education shall consider that request.

     (((3))) (4) The state board of education shall determine the schedule for such approval reviews and whether an on-site visit or other forms of documentation and validation shall be used for the purposes of granting approval under the 1997 program approval standards.

     (((4))) (5) Each institution shall submit its program for review when requested by the state board of education to ensure that the program meets the state's program approval standards and to provide assessment data relative to the performance standards to the state board of education for the year prior to the site visit.

     (((5))) (6) Institutions seeking National Council for the Accreditation of Teacher Education, Council for Accreditation of Counseling and Related Education Programs, and National Association of School Psychologist accreditation may request from the state board of education approval for concurrent site visits which would utilize the same documentation with the exception of material submitted by the institution to the state for the professional education advisory boards and the accountability standards.

     (((6))) (7) In submitting a request for approval under these standards, the approved program shall provide a description of the criteria that the program will use to assess, in multiple ways, over time, its certification candidates' knowledge and skills, including, where appropriate, evidence related to positive impact on student learning. Based on the documentation submitted and/or an on-site visit, the state board of education shall grant approval or request specific revisions that need to be made in order to obtain state board of education approval.

[Statutory Authority: RCW 28A.305.130 (1) and (2). 00-09-049, § 180-78A-100, filed 4/14/00, effective 5/15/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-78A-100, filed 12/23/98, effective 1/23/99.]

     (5) A combined score of more than the statewide median score for the prior school year scored by all persons taking the Scholastic Assessment Test I: Reasoning Test or the American College Test (ACT).)) See RCW 28A.410.220.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-78A-200, filed 12/23/98, effective 1/23/99.]

     (1) The professional education advisory board has been established in accordance with WAC 180-78A-209.

     (2) The professional education advisory board has adopted operating procedures and has met at least four times a year.

     (3) The professional education advisory board has reviewed all program approval standards at least once every five years.

     (4) The professional education advisory board annually has reviewed follow-up studies and placement records.

     (5) The professional education advisory board has made recommendations when appropriate for program changes to the institution which must in turn consider and respond to the recommendations in writing in a timely fashion.

     (6) The professional education advisory board annually has seen, reviewed and approved an executive summary of the activities of the professional education advisory board. The college or university has submitted the approved executive summary to the state board of education.

     (7) The professional education advisory board for administrator preparation programs participated in the candidate selection process for principal preparation programs.

[Statutory Authority: RCW 28A.305.130 (1) through (4). 01-13-106, § 180-78A-250, filed 6/20/01, effective 7/21/01. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-78A-250, filed 12/23/98, effective 1/23/99.]

     (1) TEACHER. Teacher candidates will complete a well-planned sequence of courses and/or experiences in which they acquire and apply knowledge about:

     Foundational knowledge

     (a) The state learning goals and essential academic learning requirements.

     (b) The subject matter content for the area(s) they teach, including relevant methods course work and the knowledge and skills for each endorsement area for which the candidate is applying (chapter 180-82 WAC).

     (c) The social, historical, and philosophical foundations of education, including an understanding of the moral, social, and political dimensions of classrooms, teaching, and schools.

     (d) The impact of technological and societal changes on schools.

     (e) Theories of human development and learning.

     (f) Inquiry and research.

     (g) School law and educational policy.

     (h) Professional ethics.

     (i) The responsibilities, structure, and activities of the profession.

     (j) Issues related to abuse including the identification of physical, emotional, sexual, and substance abuse, information on the impact of abuse on the behavior and learning abilities of students, discussion of the responsibilities of a teacher to report abuse or provide assistance to students who are the victims of abuse, and methods for teaching students about abuse of all types and their prevention.

     (k) The standards, criteria and other requirements for obtaining the professional certificate.

     Effective teaching

     (l) Research and experience-based principles of effective practice for encouraging the intellectual, social, and personal development of students.

     (m) Different student approaches to learning for creating instructional opportunities adapted to learners from diverse cultural or linguistic backgrounds.

     (n) Areas of exceptionality and learning -- including, but not limited to, learning disabilities, visual and perceptual difficulties, and special physical or mental challenges.

     (o) Effective instructional strategies for students at all levels of academic abilities and talents.

     (p) Instructional strategies for developing reading, writing, critical thinking, and problem solving skills.

     (q) The prevention and diagnosis of reading difficulties and research-based intervention strategies.

     (r) Classroom management and discipline, including:

     (i) Individual and group motivation for encouraging positive social interaction, active engagement in learning, and self-motivation.

     (ii) Effective verbal, nonverbal, and media communication for fostering active inquiry, collaboration, and supportive interactions in the classroom.

     (s) Planning and management of instruction based on knowledge of the content area, the community, and curriculum goals.

     (t) Formal and informal assessment strategies for evaluating and ensuring the continuous intellectual, social, and physical development of the learner.

     (u) Collaboration with school colleagues, parents, and agencies in the larger community for supporting students' learning and well-being.

     (v) Effective interactions with parents to support students' learning and well-being.

     Professional development

     (w) The opportunity for candidates to reflect on their teaching and its effects on student growth and learning.

     (x) Educational technology including the use of computer and other technologies in instruction, assessment and professional productivity.

     (y) Strategies for effective participation in group decision making.

     (2) PRINCIPAL AND PROGRAM ADMINISTRATOR.

     (a) Effective August 31, 1997, through August 31, 2004, principal and program administrator candidates, in order to support student achievement of the state learning goals and essential academic learning requirements, will complete a well-planned sequence of courses and/or experiences in an approved preparation program which shall include:

     (((a))) (i) Specific performance domains. An approved preparation program shall require the candidate to demonstrate in course work and the internship the following:

     (((i))) (A) Leadership: Formulating goals with individuals or groups; initiating and maintaining direction with groups and guiding them to the accomplishment of tasks; setting priorities for one's school in the context of community and district priorities and student and staff needs; integrating own and others' ideas for task accomplishment; initiating and planning organizational change.

     (((ii))) (B) Information collection: Gathering data, facts, and impressions from a variety of sources about students, parents, staff members, administrators, and community members; seeking knowledge about policies, rules, laws, precedents, or practices; managing the data flow; classifying and organizing information for use in decision making and monitoring.

     (((iii))) (C) Problem analysis: Identifying the important elements of a problem situation by analyzing relevant information; framing problems; identifying possible causes; identifying additional needed information; framing and reframing possible solutions; exhibiting conceptual flexibility; assisting others to form reasoned opinions about problems and issues.

     (((iv))) (D) Judgment: Reaching logical conclusions and making high quality, timely decisions given the best available information.

     (((v))) (E) Organizational oversight: Planning and scheduling one's own and others' work so that resources are used appropriately, and short-term and long-term priorities and goals are met; monitoring projects to meet deadlines.

     (((vi))) (F) Implementation: Making things happen; putting programs and plans into action; applying management technologies; applying methods of organizational change including collaborative processes; facilitating tasks; establishing progress checkpoints; considering alternative approaches; providing "mid-course" corrections when actual outcomes start to diverge from intended outcomes; adapting to new conditions.

     (((vii))) (G) Delegation: Assigning projects or tasks together with clear authority to accomplish them and responsibility for their timely and acceptable completion.

     (((viii))) (H) Instructional program: Envisioning and enabling instructional and auxiliary programs for the improvement of teaching and learning; recognizing the developmental needs of students; insuring appropriate instructional methods; designing positive learning experiences; accommodating differences in cognition and achievement; mobilizing the participation of appropriate people or groups to develop these programs and to establish a positive learning environment.

     (((ix))) (I) Curriculum design: Interpreting school district curricula; planning and implementing with staff a framework for instruction that shall include the implementation of the state learning goals and essential academic learning requirements; initiating needs analyses and monitoring social and technological developments as they affect curriculum; responding to international content levels; adjusting content as needs and conditions change.

     (((x))) (J) Student guidance and development: Providing for student guidance, counseling, and auxiliary services; utilizing community organizations; responding to family needs; enlisting the participation of appropriate people and groups to design and conduct these programs and to connect schooling with plans for adult life; planning for a comprehensive program of student activities.

     (((xi))) (K) Staff development: Identifying with participants the professional needs of individuals and groups; planning and organizing programs to improve staff effectiveness; supervising individuals and groups; engaging staff and others to plan and participate in recruitment and development; initiating self-development.

     (((xii))) (L) Measurement and evaluation: Determining what diagnostic information is needed about students, staff, and the school environment; examining the extent to which outcomes meet or exceed previously defined standards, goals, or priorities for individuals or groups; drawing inferences for program revisions; interpreting measurements or evaluations for others; relating programs to desired outcomes; developing equivalent measures of competence.

     (((xiii))) (M) Resource allocation: Planning and developing the budget with appropriate staff; seeking, allocating, and adjusting fiscal, human, and material resources; utilizing the physical plant; monitoring resource use and reporting results.

     (((xiv))) (N) Motivating others: Building commitment to a course of action; creating and channeling the energy of self and others; planning and encouraging participation; supporting innovation; recognizing and rewarding effective performance; providing coaching, guidance, or correction for performance that needs improvement; serving as a role model.

     (((xv))) (O) Sensitivity: Perceiving the needs and concerns of others; dealing with others tactfully; working with others in emotionally stressful situations or in conflict; managing conflict; obtaining feedback; recognizing multicultural sensibilities.

     (((xvi))) (P) Oral expression: Making oral presentations that are clear and easy to understand; clarifying and restating questions; responding, reviewing, and summarizing for groups; utilizing appropriate communicative aids; adapting for audiences.

     (((xvii))) (Q) Written expression: Expressing ideas clearly in writing; writing appropriately for different audiences such as students, teachers, and parents; preparing brief memoranda.

     (((xviii))) (R) Philosophical and cultural values: Acting with a reasoned understanding of the role of education in a democratic society and in accord with accepted ethical standards; recognizing philosophical and historical influences in education; reflecting an understanding of American culture, including current social and economic issues related to education; recognizing global influences on students and society.

     (((xix))) (S) Legal and regulatory applications: Acting in accordance with relevant federal and Washington state laws, rules, and policies; recognizing governmental influences on education; working within local rules, procedures, and directives; administering contracts.

     (((xx))) (T) Policy and political influences: Identifying relationships between public policy and education; recognizing policy issues; examining and affecting policies individually and through professional and public groups; relating policy initiatives to the welfare of students; addressing ethical issues.

     (((xxi))) (U) Public and media relationships: Developing common perceptions about school issues; interacting with parental and community opinion leaders; understanding and responding skillfully to the electronic and printed news media; initiating and reporting news through appropriate channels; enlisting public participation; recognizing and providing for market segments.

     (((b))) (ii) Performance assessment. An approved preparation program for principals shall require that prior to the internship each candidate shall engage in a performance assessment through a process determined by each preparation program. The results of this assessment shall be utilized by the college/university supervisor, the cooperating principal, and the principal candidate to cooperatively design the internship plan.

     (b) Effective September 1, 2004, principal and program administrator candidates, in order to support student achievement of the state learning goals and essential academic learning requirements, will complete formalized learning opportunities, including an internship, in an approved program that includes:

     (i) Successful demonstration of standards. A school administrator is an educational leader who promotes the success of all students by:

     (A) Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community;

     (B) Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth;

     (C) Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment;

     (D) Collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources;

     (E) Acting with integrity, fairness, and in an ethical manner; and

     (F) Understanding, responding to, and influencing the larger political, social, economic, legal and cultural context.

     (ii) Performance assessment. An approved preparation program for principals shall require that each candidate engage in an assessment process using the standards-based benchmarks approved by the state board of education and published by the office of the superintendent of public instruction. The benchmarks may not be changed without prior state board approval. All candidates shall exit the residency certificate program with a draft professional growth plan.

     (3) SUPERINTENDENT. Superintendent candidates, in order to support student achievement of the state learning goals and essential academic learning requirements, will complete a well-planned sequence of courses and/or experiences in an approved preparation program for superintendents which shall include specific performance domains for superintendents. An approved preparation program for superintendents shall require the candidate to demonstrate in course work and the internship the following:

     (a) Strategic leadership: The knowledge, skills and attributes to identify contexts, develop with others vision and purpose, utilize information, frame problems, exercise leadership processes to achieve common goals, and act ethically for educational communities. This includes:

     (i) Professional and ethical leadership.

     (ii) Information management and evaluation.

     (b) Instructional leadership: The knowledge, skills and attributes to design with others appropriate curricula and instructional programs which implement the state learning goals and essential academic learning requirements, to develop learner centered school cultures, to assess outcomes, to provide student personnel services, and to plan with faculty professional development activities aimed at improving instruction. This includes:

     (i) Curriculum, instruction, supervision, and learning environment.

     (ii) Professional development and human resources.

     (iii) Student personnel services.

     (c) Organizational leadership: The knowledge, skills and attributes to understand and improve the organization, implement operational plans, manage financial resources, and apply decentralized management processes and procedures. This includes:

     (i) Organizational management.

     (ii) Interpersonal relationships.

     (iii) Financial management and resource allocation.

     (iv) Technology and information system.

     (d) Political and community leadership: The knowledge, skills and attributes to act in accordance with legal provisions and statutory requirements, to apply regulatory standards, to develop and apply appropriate policies, to be conscious of ethical implications of policy initiatives and political actions, to relate public policy initiatives to student welfare, to understand schools as political systems, to involve citizens and service agencies, and to develop effective staff communications and public relations programs. This includes:

     (i) Community and media relations.

     (ii) Federal and Washington state educational law, public policy and political systems.

     (4) SCHOOL COUNSELOR. School counselor candidates, in order to support student achievement of the state learning goals and essential academic learning requirements, will complete a well-planned sequence of courses and/or experiences in which they acquire and apply knowledge about:

     (a) Human growth and development (studies that provide an understanding of the nature and needs of individuals at all developmental levels).

     (b) Social and cultural foundations (studies that provide an understanding of issues and trends in a multicultural and diverse society).

     (c) Helping relationships (studies that provide an understanding of counseling and consultation processes).

     (d) Group work (studies that provide an understanding of group development, dynamics, counseling theories, group counseling methods and skills, and other group work approaches).

     (e) Career and lifestyle development (studies that provide an understanding of career development and related life factors).

     (f) Appraisal (studies that provide an understanding of individual and group approaches to assessment and evaluation), including assessment of the state learning goals and essential academic learning requirements.

     (g) Research and program evaluation (studies that provide an understanding of types of research methods, basic statistics, and ethical and legal considerations in research).

     (h) Professional orientation (studies that provide an understanding of all aspects of professional functioning including history, roles, organizational structures, ethics, standards, and credentialing).

     (i) Foundations of school counseling including:

     (i) History, philosophy, and trends in school counseling;

     (ii) Role and function of the school counselor in conjunction with the roles of the professional and support personnel in the school;

     (iii) Knowledge of the school setting and curriculum including the state learning goals and essential academic learning requirements;

     (iv) Ethical standards and guidelines of the American School Counselor Association (ASCA);

     (v) State and federal policies, laws, and legislation relevant to school counseling; and

     (vi) Implications of sociocultural, demographic, and lifestyle diversity relevant to school counseling.

     (j) Studies that provide an understanding of the coordination of counseling program components as they relate to the total school community including:

     (i) Referral of children and adolescents for specialized help;

     (ii) Coordination efforts with resource persons, specialists, businesses, and agencies outside the school to promote program objectives;

     (iii) Methods of integration of guidance curriculum in the total school curriculum;

     (iv) Promotion of the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate; and

     (v) Methods of planning and presenting guidance-related educational programs for school personnel and parents.

     (k) Theory, knowledge and skills for the practice of school counseling including:

     (i) Program development, implementation and evaluation. Studies in this area include:

     (A) Use of surveys, interviews, and needs assessments;

     (B) Design, implementation and evaluation of a comprehensive, developmental school program;

     (C) Implementation and evaluation of specific strategies designed to meet program goals and objectives;

     (D) Preparation of a counseling schedule reflecting appropriate time commitments and priorities in a developmental school counseling program; and

     (E) Use of appropriate technology and information systems.

     (ii) Counseling and guidance. Studies in this area include:

     (A) Individual and group counseling and guidance approaches appropriate for the developmental stage and needs of children and adolescents;

     (B) Group guidance approaches that are systematically designed to assist children and adolescents with developmental tasks;

     (C) Approaches to peer helper programs;

     (D) Issues which may affect the development and function of children and adolescents (e.g., abuse, eating disorders, attention deficit hyperactivity disorder, exceptionality, substance abuse, violence, suicide, dropout);

     (E) Developmental approaches to assist students and parents at points of educational transition (e.g., postsecondary education, career and technical education, and career options);

     (F) Crisis intervention and referral; and

     (G) System dynamics, including family, school, community, etc.

     (iii) Consultation. Studies in this area shall include:

     (A) Methods of enhancing teamwork within the school community; and

     (B) Methods of involving parents, teachers, administrators, support staff and community agency personnel.

     (5) SCHOOL PSYCHOLOGIST. School psychologist candidates, in order to support student achievement of the state learning goals and essential academic learning requirements, will complete a well-planned sequence of courses and/or experiences in which they acquire and apply knowledge about:

     (a) Knowledge of the field. The candidate has knowledge and skill in relevant fields of study, including:

     (i) Learning theory.

     (ii) Personality theory and development.

     (iii) Individual and group testing and assessment.

     (iv) Individual and group counseling and interviewing theory and techniques.

     (v) Basic statistics.

     (vi) Child development.

     (vii) Exceptional children.

     (viii) Social and cultural factors.

     (ix) Deviant personality.

     (x) Curriculum, including the state learning goals and essential academic learning requirements.

     (xi) Research design.

     (xii) Physiological and biological factors.

     (b) Assessment and diagnosis. The candidate has knowledge and skill necessary to select, administer, score, and interpret instruments and techniques in the following areas:

     (i) Intellectual and cognitive assessment.

     (ii) Individual and group academic skills: Standardized norm-referenced and criteria-referenced measurements and curriculum-based measurements.

     (iii) Personality assessment.

     (iv) Assessment of perceptual skills.

     (v) Assessment of adaptive behavior; assessment of language skills.

     (c) Behavioral observation and analysis. The candidate has knowledge and skill in behavior observation, including:

     (i) Data taking.

     (ii) Frequency measures.

     (iii) Qualitative and quantitative analysis of classroom behavior.

     (iv) Developmental and personality analysis, including perceptual, cognitive, social, and affective and language development in children.

     (d) Counseling and interviewing. The candidate has the knowledge and skill necessary to:

     (i) Provide individual and group counseling to students and parents.

     (ii) Conduct interviews essential to information collecting from parents, teachers, and other professionals.

     (e) Program development. The candidate has the knowledge and skill to make educational prescriptions, including specification of remedial environmental changes, both curricular and behavioral, for a particular student.

     (f) Consultation. The candidate has the knowledge and skill to:

     (i) Function on multidisciplinary teams in evaluating and placing students.

     (ii) Confer with and make recommendations to parents, specialists, teachers, referral personnel, and others relative to student's characteristics and needs in the educational and home environments.

     (g) Program evaluation and recordkeeping. The candidate has the knowledge and skill necessary to develop and implement program evaluation and maintain required records.

     (h) Professionalism. The candidate has knowledge of professional standards regarding ethical and legal practices relevant to the practice of school psychology. The candidate demonstrates knowledge and skill in written and oral reporting of assessment and remedial recommendations which will meet ethical and legal standards.

     (i) Research. The candidate has knowledge and skill to:

     (i) Evaluate and perform research.

     (ii) Apply school-oriented research.

     (iii) Construct criterion-referenced instruments with reference to such educational decisions as:

     (A) Retention in grade.

     (B) Acceleration and early entrance.

     (C) Early entrance.

     (6) SCHOOL SOCIAL WORKER. School social worker candidates, in order to support student achievement of the state learning goals and essential academic learning requirements, will complete a well-planned sequence of courses and/or experiences in which they acquire and apply knowledge about:

     (a) Knowledge for social work practice. The candidate has knowledge and skills in relevant fields of study including:

     (i) Values.

     (A) Knowledge of profession including values, skills, and ethics; and

     (B) National Association of Social Workers (NASW) Code of Ethics and school social work guidelines for practice.

     (ii) Human behavior and the social environment.

     (A) Community theory and community change (e.g., community organization and development, social planning, networking, and case management);

     (B) Systems and organizational theory (e.g., school as a bureaucracy);

     (C) Social disorganization (e.g., poverty, family and community violence, unemployment, addictions, multiple losses), and context of family in a changing society;

     (D) Family dynamics and theories of family therapy;

     (E) Human/child growth and development;

     (F) Diverse populations of: Race, culture, social class, life style, age, gender and the disabled;

     (G) Theories of personality; and

     (H) Use of computer technology for social work practice.

     (b) Service delivery and program development. The candidate will have knowledge and skills in the following activities:

     (i) Direct practice.

     (A) Referring, developing, and coordinating resources and services in the local education agency and community;

     (B) Knowledge and skills related to families;

     (C) Case management;

     (D) Working with vulnerable and "hard to reach" individuals and families, including those from diverse populations;

     (E) Crisis intervention, conflict resolution, stress management and decision-making skills;

     (F) Individual and group counseling to improve students' self-knowledge and interactional skills for personal empowerment;

     (G) Interviewing and counseling students in relation to social-personal problems adjudged to be impairing student's ability to learn;

     (H) Family interventions including parent education; referral to resources; family counseling;

     (I) Teaching children communication and interpersonal relationship skills through individual/group/classroom interventions;

     (J) Collaborating and consulting with parents and community to assure readiness to learn for all students;

     (K) Multidimensional assessment of student's social-emotional adjustment, adaptive behaviors, individual strengths, and environmental assets;

     (L) Intervention case planning processes; and

     (M) Career and academic guidance to students in their school to work transitions.

     (ii) Indirect practice.

     (A) Liaison and facilitator between and among home, school and community;

     (B) Collaborate and consult with other educational staff to assure student progress;

     (C) Use computer technology for practice and efficiency;

     (D) Develop strategies for increased parental and community involvement with the school;

     (E) Develop programs of remediation for students and their families;

     (F) Design, coordinate and facilitate programs such as suicide prevention, truancy and drop-out prevention, and prevention of teenage pregnancy;

     (G) Provide staff development programs;

     (H) Work collaboratively with educational staff to develop programs to address school-community identified needs; and

     (I) Function as change agents.

     (c) Research and evaluation. The candidate will have necessary skills and knowledge to:

     (i) Collect and interpret data in order to evaluate student, school, and community needs;

     (ii) Evaluate own practice;

     (iii) Become consumer of research findings;

     (iv) Understand use of program evaluation methods; and

     (v) Utilize computer technology for research and evaluation.

     (d) Context for educational system. The candidate will have necessary knowledge and skills to apply the following:

     (i) State learning goals and essential academic learning requirements;

     (ii) Theories of learning;

     (iii) School law and professional ethics;

     (iv) Computer technology in the workplace; and

     (v) Understanding of policies, laws, and procedures.

[Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) through (4). 02-04-018, § 180-78A-270, filed 1/24/02, effective 2/24/02. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). 99-23-023, § 180-78A-270, filed 11/9/99, effective 12/10/99. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-78A-270, filed 12/23/98, effective 1/23/99.]

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-78A-325, filed 12/23/98, effective 1/23/99.]

     (a) Enrollment in a principal, superintendent or program administrator preparation program approved by the state board of education, pursuant to WAC 180-78A-105.

     (b) Completion of all administrator field experience, knowledge and skill certification requirements, pursuant to chapters 180-78A and 180-79A WAC.

     (c) Completion of up to forty-five internship days for school employees selected for a principal, superintendent or program administrator certification internship when K-12 students and/or staff are present; provided the internship shall meet the following criteria:

     (i) The intern, mentor administrator and college/university intern supervisor shall cooperatively plan the internship, provided that the school district is encouraged to include teachers and other individuals in the internship planning process.

     (ii) ((Principal and program administrator interns shall demonstrate competency in the performance domains identified as needing development by the mentor administrator, college/university supervisor, and the intern, pursuant to WAC 180-78A-270(2).)) Superintendent interns shall demonstrate competency in the standards identified as needing development by the mentor administrator, college/university supervisor, and the intern, pursuant to WAC 180-78A-270(3). Principal and program administrator interns admitted to programs before September 1, 2004, shall demonstrate competency in the performance domains identified as needing development by the mentor administrator, college/university, and the intern, pursuant to either WAC 180-78A-270 (2)(a) or (b) pursuant to WAC 180-78A-100. Principal and program administrator interns admitted to programs on or after September 1, 2004, shall demonstrate competency in the standards identified as needing development by the mentor administrator, college/university supervisor, and the intern, pursuant to WAC 180-78A-270 (2)(b).

     (iii) The activities to be undertaken to implement the internship shall be outlined in writing.

     (d) The intern, college/university supervisor and mentor administrator shall determine whether the intern days and the selected performance domains or competencies were demonstrated.

     (2) Participating colleges/universities, and school districts may establish additional internship standards and shall report such standards to the state board of education.

     (3) Each college/university shall submit a summary report of the internships to the state board of education.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-78A-400, filed 12/23/98, effective 1/23/99.]

[Statutory Authority: RCW 28A.305 [28A.305.130] (1) and (2). 00-13-064, § 180-78A-500, filed 6/16/00, effective 7/17/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-78A-500, filed 12/23/98, effective 1/23/99.]

     The professional certificate requires successful demonstration of three standards (effective teaching, professional development, and leadership) and 18 criteria, pursuant to WAC 180-78A-540, related to these standards. Wherever appropriate, the residency teacher will need to provide evidence that his/her teaching has had a positive impact on student learning as defined in WAC 180-78A-010(8).

     The candidate and college or university shall develop an individual professional growth plan to be reviewed and agreed upon after input from and consultation and collaboration (WAC 180-78A-010(9)) with his/her professional growth team.

     The individual professional growth plan will be based on an analysis of the student/learning context in that teacher's assignment and a preassessment of that teacher's ability to demonstrate the standards and criteria set forth in WAC 180-78A-540.

     The individual professional growth plan shall include instruction and assistance components for each residency teacher. The instruction and assistance components will be designed to give the residency teacher the necessary knowledge and skills needed to demonstrate successfully the standards and criteria set forth in WAC 180-78A-540.

     The final component of the program will be a culminating assessment seminar in which the residency teacher's ability to demonstrate the standards and criteria cited above will be evaluated. These assessments shall include multiple forms of data collected over time, including evidence of positive impact on student learning, where appropriate.

     As part of the program development, the college/university and the PEAB shall establish criteria and procedures for determining when the residency teacher has successfully completed the program. When the program administrator has verified to the superintendent of public instruction that the candidate has completed the approved program, the state will issue the residency teacher a professional certificate.

     ((Between 1997 and 2000, the state board of education shall approve a number of field tests of the professional certificate programs pursuant to WAC 180-78A-545 through 180-78A-565.))

[Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). 00-03-049, § 180-78A-505, filed 1/14/00, effective 2/14/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-78A-505, filed 12/23/98, effective 1/23/99.]

     The professional certificate requires successful demonstration of six standards at the professional certification benchmark levels, or above, and the candidate will need to provide evidence that he/she has had a positive impact on student learning.

     The candidate and college or university shall develop an individual professional growth plan to be reviewed and agreed upon after input from and consultation and collaboration with his/her professional growth team. The individual growth plan shall address the six knowledge and skills standards, focus on activities that enhance student learning, and be informed by the performance evaluation process, and an analysis of the administrative context and assignment.

[]

     (1) Teacher.

     (a) To be eligible to apply for admission to a professional certificate program, a candidate shall hold a contract as a teacher in a public or a state board of education approved private school and shall have completed provisional status with a school district under RCW 28A.405.220 or the equivalent with an approved private school: Provided, That a candidate for the professional teacher's certificate may enroll in and complete the preassessment seminar described in subsection (4)(a) of this section prior to admission to a professional certificate program.

     (((2))) (b) The professional certificate program must be available to all qualified candidates.

     (((3))) (c) Using the set of common performance indicators as approved by the state board of education and published by the office of the superintendent of public instruction, which may not be changed without prior state board approval, the professional certificate program shall be developed by a college or university and its professional education advisory board. Additional agencies may participate in the development of the program if the college or university and professional education advisory board so choose.

     (((4))) (d) Each program shall consist of:

     (((a))) (i) A preassessment seminar which considers input from the candidate's "professional growth team" (WAC 180-78A-505), the candidate's past experience, the context in which he/she teaches, information from past annual evaluations if the individual chooses, the candidate's personal and professional goals, his/her self-evaluation, and evidences of the candidate's impact on student learning.

     The seminar will culminate in preparation and approval of the candidate's individual professional growth plan designed to provide the candidate with the knowledge and skills needed to demonstrate successfully the standards and criteria required by WAC 180-78A-540.

     A representative of the college/university and the candidate shall develop the professional growth plan to be reviewed and agreed upon after input from and consultation and "collaboration" (WAC 180-78A-010(9)) with his/her "professional growth team" (WAC 180-78A-010(10)).

     The individual professional growth plan shall be based on:

     (((i))) (A) An analysis of the instructional context and teaching assignment(s) to determine strategies which the teacher should use to achieve a positive impact on student learning.

     (((ii))) (B) An assessment of the candidate's ability to demonstrate successfully the professional certificate standards and criteria.

     (((iii))) (C) Specifications of assistance and instructional components needed and any required course work.

     (((b))) (ii) Course work, past and current experience, inservice, continuing education and other activities directed at developing and verifying that the candidate has achieved acceptable knowledge, skill and performance on all criteria required statewide as essential to "effective teaching" as defined in WAC 180-78A-540(1).

     (((c))) (iii) Course work, past and current experience, inservice, continuing education and other activities directed at developing and verifying that the candidate has achieved acceptable knowledge, skill and performance on all criteria required statewide as essential to "professional development" as defined in WAC 180-78A-540(2).

     (((d))) (iv) Course work, past and current experience, inservice, continuing education and other activities directed at developing and verifying that the candidate has achieved acceptable knowledge, skill and performance on all criteria required statewide as essential to "leadership" as defined in WAC 180-78A-540(3).

     (((e))) (v) A culminating seminar in which the candidate presents his/her final documentation and evidence of professional certificate level knowledge, skill and performance; positive impact on student learning; identification of future goals and professional/career interests; and specification of areas for continuing education and development. The candidate must provide multiple forms of evidence which shall include, but are not limited to, the set of common performance indicators as approved by the state board of education and published by the office of the superintendent of public instruction, which may not be changed without prior state board approval.

     (((5))) (vi) Candidates who do not successfully complete a culminating seminar shall receive an individualized analysis of strengths and weaknesses and a plan for appropriate assistance and instruction.

     (((6))) (vii) No limits shall be placed on the number of times a candidate with a valid residency certificate may participate in the culminating seminar.

     (2) Principal/program administrator.

     (a) To be eligible to apply for admission to a professional certificate program, a candidate shall hold a contract as an administrator for which the credential is required in a public school or state board of education approved private school.

     (b) The professional certificate program must be available to all qualified candidates.

     (c) Using the six knowledge and skills standards, and the standards-based benchmarks as approved by the state board of education and published by the office of the superintendent of public instruction, which may not be changed without state board approval, the professional certificate program shall be developed by a college or university and its professional education advisory board. Additional agencies may participate in the development of the program if the college or university and professional education advisory board so choose.

     (d) Each program shall consist of:

     (i) A preassessment seminar during which the professional growth plan shall be developed. The plan will be agreed upon after input from and consultation with his/her professional growth team (WAC 180-78A-010 (10)(b)). The individual professional growth plan shall be based on an assessment of the candidate's ability to demonstrate six standards at the professional certificate benchmark level (WAC 180-78A-270 (2)(b)), performance evaluation data, and an analysis of the administrative context and assignment.

     (ii) Formalized learning opportunities, past and current experience, professional development opportunities, and other activities directed at developing and verifying that the candidate has achieved acceptable knowledge, skill, and performance at the professional certificate benchmark level, or above, on all standards as defined in WAC 180-78A-270 (2)(b).

     (iii) A culminating seminar in which the candidate presents his/her final documentation and evidence of professional certificate level knowledge, skill and performance; positive impact on student learning; development of a professional growth plan that includes the identification of future goals and professional/career interests as well as a five-year plan for professional development designed to meet the requirements for certificate renewal.

     (e) Candidates who do not successfully complete a culminating seminar shall receive an individualized analysis of strengths and weaknesses and a plan for assistance.

     (f) No limit shall be placed on the number of times a candidate with a valid residency certificate may enroll in the culminating seminar.

[Statutory Authority: RCW 28A.410.010. 01-09-004, § 180-78A-535, filed 4/5/01, effective 5/6/01. Statutory Authority: RCW 28A.410.010, 28A.305.130 (1) and (2). 00-18-062, § 180-78A-535, filed 9/1/00, effective 10/2/00; 00-03-049, § 180-78A-535, filed 1/14/00, effective 2/14/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-78A-535, filed 12/23/98, effective 1/23/99.]

     (1) Teacher. A successful candidate for the teacher professional certificate shall demonstrate:

     (a) The knowledge and skills for effective teaching which ensure student learning by:

     (((a))) (i) Using effective teaching practices, including classroom management;

     (((b))) (ii) Using assessment to monitor and improve instruction;

     (((c))) (iii) Establishing and maintaining a positive, student-focused, learning environment;

     (((d))) (iv) Designing and/or adapting challenging curriculum that is developmentally appropriate;

     (((e))) (v) Demonstrating cultural sensitivity in teaching and in relationships with students, parents, and community members;

     (((f))) (vi) Using information about student achievement and performance to advise and involve students and families;

     (((g))) (vii) Integrating technology into instruction and assessment;

     (((h))) (viii) Informing, involving, and collaborating with parents and families as partners in the educational process instrumental to student success; and

     (((i))) (ix) Employing democratic principles in instruction.

     (((2))) (b) A successful candidate for the professional certificate shall demonstrate the knowledge and skills for professional development by:

     (((a))) (i) Evaluating the effects of his/her teaching through feedback and reflection;

     (((b))) (ii) Designing and implementing professional growth programs, including new directions in career development and goals; and

     (((c))) (iii) Remaining current in subject area(s), theories, practice, research and ethical practice.

     (((3))) (c) A successful candidate for the professional certificate shall demonstrate leadership that contributes to the improvement of the school, community, and the profession by:

     (((a))) (i) Participating in activities within the school community to improve curriculum and instructional practices;

     (((b))) (ii) Participating in professional and/or community organizations;

     (((c))) (iii) Advocating for curriculum, instruction, and learning environments which meet the diverse needs of students;

     (((d))) (iv) Demonstrating communication skills and/or strategies that facilitate group decision making; and

     (((e))) (v) Participating collaboratively in school improvement activities.

     (2) Principal/program administrator. A successful candidate for the principal/program administrator professional certificate shall demonstrate the knowledge and skills at the professional certificate benchmark levels for the six standards pursuant to WAC 180-78A-270 (2)(b).

[Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). 00-03-049, § 180-78A-540, filed 1/14/00, effective 2/14/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-78A-540, filed 12/23/98, effective 1/23/99.]

OTS-5794.2

AMENDATORY SECTION(Amending WSR 97-04-088, filed 2/5/97, effective 3/8/97)

WAC 180-79A-131   Use of fee for certification.   (1) Certification fees will be used solely for precertification preparation, professional in-service training programs, teachers' institutes and/or workshops, and evaluations thereof in accordance with this chapter.

     (2) Precertification preparation:

     (a) ((A subcommittee of the state professional education advisory committee as established in WAC 180-78-015 and 180-78A-015 shall assist the superintendent of public instruction in administration of precertification program funds by annually establishing priorities and procedures for distribution of funds available for precertification activities.)) The primary utilization shall be to support collaborative efforts essential to program development, program evaluation, and assessment of candidates' entry and exit competency.

     (b) Funds set aside for precertification shall not supplant funds already available to any participating agency.

     (c) A single educational service district shall be designated to administer the funds allocated for precertification programs. The designated educational service district shall be permitted to retain a percentage of the precertification fees at a rate to be negotiated by the superintendent of public instruction and the educational service district for costs related to administering these funds.

     (d) Each quarter every educational service district shall forward the moneys designated for precertification programs to the educational service district designated to administer such programs.

     (3) Professional in-service training programs and teachers' institutes and/or workshops:

     (a) Each educational service district, or cooperative thereof as specified in (d) of this subsection, shall establish an in-service committee composed of an educational service district representative; at least one district superintendent; one principal; one educational staff associate; one elementary, one junior high and one senior high teacher; one representative from the elementary or secondary level of private schools within the educational service district; and one representative selected by the chief administrative officer responsible for professional education from a college/university having a state board of education approved teacher education program. Teacher representatives shall be selected by agreement among the presidents of the local education associations within the respective educational service district or cooperative thereof.

     (b) The educational service district representative shall serve as chairperson of the in-service committee and provide liaison with the superintendent of public instruction and the state board of education.

     (c) The in-service committee will be responsible for coordinating in-service/staff development model programs within the educational service district and shall submit to the superintendent of public instruction and the state board of education a plan for soliciting and selecting model programs which shall include procedures for conducting needs assessments, determining priorities and carrying out program evaluation.

     (d) Cooperative agreements may be made among educational service districts to provide quality in-service education programs.

     (e) Funds designated for in-service programs shall not supplant funds already available for such programs.

     (4) Allowable expenditures. Funds may be used to support costs related to training, such as the payment of professional contractual services, per diem, travel costs, materials, printing, or released time. Nonallowable costs are college/university tuition and fees.

     (5) Annual reporting. The superintendent of public instruction shall prepare and present to the state board of education an annual report concerning the use of certification fees for precertification and in-service activities.

[Statutory Authority: RCW 28A.410.010. 97-04-088, § 180-79A-131, filed 2/5/97, effective 3/8/97.]

     (1) Through August 31, 2000, for teachers, and through August 31, 2004, for administrators and educational staff associates, the following levels of certificates will be issued: Provided, That after August 31, 2000, initial and continuing teachers' certificates and after August 31, 2004, initial and continuing principal and program administrator certificates will be issued only to previous Washington certificate holders, pursuant to WAC 180-79A-123:

     (a) Initial certificate. The initial teacher certificate is valid for four years and the initial administrator and educational staff associate certificates are valid for seven years. Initial teacher certificates shall be subject to renewal pursuant to WAC 180-79A-250 and 180-79A-123. Initial administrator and educational staff associate certificates shall not be subject to renewal.

     (b) Continuing certificate. The continuing certificate is valid on a continuing basis as specified in WAC 180-79A-250(3).

     (2) The following levels of certificates will be issued to teachers, administrators, and educational staff associates commencing with the dates indicated below:

     (a) Residency certificate. The residency certificate will be issued beginning September 1, 2000, to teachers and beginning no later than September 1, 2004, to administrators and educational staff associates. The residency certificate is valid for five years and shall be subject to renewal pursuant to WAC 180-79A-250.

     (b) Professional certificate. The professional certificate will be issued beginning September 1, 2001, to teachers and beginning no later than September 1, 2004, to administrators and educational staff associates. The professional certificate is valid for five years and shall be subject to renewal pursuant to WAC 180-79A-250. Provided, That a professional teacher's certificate based on the possession of a valid teacher's certificate issued by the National Board for Professional Teaching Standards National Board Certification pursuant to WAC 180-79A-257 (3)(b) or 180-79A-206 (3)(a) shall be valid for five years or until the expiration of the National Board Certificate, whichever is greater.

     (3) Notwithstanding anything in subsections (1) and (2) of this section to the contrary, a professional teachers' certificate may be issued prior to August 31, 2000, pursuant to WAC 180-78A-555.

[Statutory Authority: RCW 28A.410.010. 01-09-004, § 180-79A-145, filed 4/5/01, effective 5/6/01; 00-03-048, § 180-79A-145, filed 1/14/00, effective 2/14/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-79A-145, filed 12/23/98, effective 1/23/99.]

     (1) Age. No person who is less than eighteen years of age shall receive a certificate to serve in the public or nonpublic schools of Washington state.

     (2) Character. Applicants for certificates in Washington state who are not holders of a valid Washington state teacher's, administrator's, educational staff associate's, or career and technical education certificate must give evidence of good moral character and personal fitness as specified in WAC 180-79A-155 and must complete a record check through the Washington state patrol criminal identification system and through the Federal Bureau of Investigation at the applicant's expense as required by RCW 28A.410.010; such record check shall include a fingerprint check using a Washington state patrol approved fingerprint card: Provided, That the superintendent of public instruction may waive the record check for an applicant who has had a record check within the two years prior to application.

     (3) Degrees and course work. A candidate for certification shall hold appropriate degrees, licenses, and additional course work as prescribed in chapters 180-79A and 180-77 WAC or have qualified under WAC 180-79A-257.

     (4) Approved preparation program. Applicants for certification as teachers, administrators, school counselors, school psychologists and school social workers, except as otherwise provided in WAC 180-79A-257, and 180-79A-231, and in chapter 180-77 WAC, in order to be certified within the state of Washington shall have completed a state approved college/university preparation program in the professional field for which certification is to be issued.

     ((In addition,)) (5) Certificates.

     (a) Candidates for principal's certificates must hold or have held:

     (i) A valid teacher's certificate, excluding certificates issued under WAC 180-79A-231, or comparable out-of-state certificates; or

     (ii) A valid educational staff associate certificate and have demonstrated successful school-based experience in an instructional role with students. Persons whose teacher or educational staff associate certificates were revoked, suspended, or surrendered are not eligible for principal's certificates.

     (b) Candidates for superintendent's certificates must hold a valid teacher, educational staff associate, program administrator, or principal certificate; excluding certificates issued under WAC 180-79A-231, or comparable out-of-state certificates.

     (6) Assessments. See RCW 28A.410.220.

[Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) through (4). 02-04-018, § 180-79A-150, filed 1/24/02, effective 2/24/02. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). 99-23-023, § 180-79A-150, filed 11/9/99, effective 12/10/99. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-79A-150, filed 12/23/98, effective 1/23/99. Statutory Authority: RCW 28A.410.010. 98-01-030, § 180-79A-150, filed 12/8/97, effective 1/8/98; 97-04-088, § 180-79A-150, filed 2/5/97, effective 3/8/97.]

     (1) Superintendent.

     (a) Initial.

     (i) The candidate shall hold an approved master's degree and have completed subsequent to the baccalaureate degree at least forty-five quarter credit hours (thirty semester credit hours) of graduate level course work in education.

     (ii) The candidate must meet requirements for a superintendent's certificate pursuant to WAC 180-79A-150(4).

     (b) Continuing.

     (i) The candidate shall hold an approved master's degree and have completed subsequent to the baccalaureate degree at least sixty quarter credit hours (forty semester credit hours) of graduate level course work in education or shall hold a doctorate in education.

     (ii) The candidate must meet requirements for a superintendent's certificate pursuant to WAC 180-79A-150(4).

     (iii) Candidates applying for continuing superintendent's certificate shall provide documentation of one hundred eighty days or full-time equivalent or more employment in the respective role with an authorized employer -- i.e., school district, educational service district, state agency, college or university, private school, or private school system -- and at least thirty days of such employment with the same employer.

     (2) Principal.

     (a) Initial.

     (i) The candidate shall hold an approved master's degree and have completed an approved program for the preparation of principals.

     (ii) ((Candidates applying for initial principal's certificates who were admitted to a principal preparation program prior to August 31, 1998, shall present documentation of one hundred eighty days or full-time equivalent or more teaching experience with an authorized employer -- i.e., school district, state agency, college or university, private school system -- and at least thirty days of such employment with the same employer. Candidates applying for the initial principal's certificate who were admitted to a principal preparation program on or after August 31, 1998, shall present documentation of five hundred forty days (three school years) of full-time or more P-12 teaching in a public or private school system. No more than sixty days substitute or equivalent teaching experience may be included for this requirement.)) The candidate shall have documented successful school-based experience in an instructional role with students.

     (b) Residency.

     (i) The candidate shall hold an approved master's degree and have completed an approved program for the preparation of principals.

     (ii) The candidate shall have documented successful school-based experience in an instructional role with students.

     (c) Continuing.

     (i) The candidate who applies prior to August 31, 1998, shall hold an approved master's degree and completed subsequent to the baccalaureate degree at least forty-five hours (thirty semester hours) of graduate level course work in education or shall hold a doctorate in education.

     (ii) The candidate who applies on or after August 31, 1998, shall hold an approved master's degree and shall have completed at least fifteen quarter (ten semester) credit hours of graduate course work offered by a college or university with a state approved principal program or one hundred fifty clock hours of study, which meet the state continuing education clock hour criteria pursuant to chapter 180-85 WAC, or a combination of credits and clock hours equivalent to the above. Such study shall:

     (A) Be based on the principal performance domains included in WAC 180-78A-270 (2)(a) or (b);

     (B) Be taken subsequent to the issuance of the initial principal's certificate; and

     (C) Be determined in consultation with and approved by the candidate's employer or the administrator of a state approved principal preparation program.

     (iii) Provided, That a candidate who held a valid initial principal's certificate on August 31, 1998, may meet the academic requirement for the continuing certificate described in WAC 180-79A-211 (2)(((b)))(c)(i), if the candidate meets requirements for and applies for the continuing certificate by the expiration date on that initial certificate.

     (iv) The candidate must meet requirements for a principal's certificate pursuant to WAC 180-79A-150(4).

     (v) Candidates applying for continuing principal's certificate shall provide documentation of one hundred eighty days or full-time equivalent or more employment in the respective role with an authorized employer -- i.e., school district, educational service district, state agency, college or university, private school, or private school system -- and at least thirty days of such employment with the same employer. Candidates applying for the continuing principal's certificate on or after August 31, 1998, shall provide documentation of three contracted school years of full-time employment as a principal or assistant principal.

     (vi) Provided, That a candidate who held a valid initial principal's certificate on August 31, 1998, may meet the one hundred-eighty day experience requirement described in WAC 180-79A-211 (2)(((b)))(c)(v), if that candidate meets requirements and applies for the continuing certificate by the expiration date on that initial certificate.

     (d) Professional certificate.

     (i) The candidate shall have completed an approved professional certificate program.

     (ii) The candidate shall have satisfactory evaluations while serving in the principal or assistant principal role as verified by a school district or a state board of education approved private school.

     (iii) The candidate shall have documentation of three contracted school years of employment as a principal or assistant principal.

     (3) Program administrator.

     (a) Initial.

     (i) The candidate shall hold an approved master's degree and have completed subsequent to the baccalaureate degree at least twenty-four quarter credit hours (sixteen semester credit hours) of graduate level course work in education.

     (b) Residency certificate.

     (i) The candidate shall hold an approved master's degree and have completed an approved program for the preparation of principals.

     (ii) The candidate shall have documented successful school-based experience in an instructional role with students.

     (c) Continuing.

     (i) The candidate shall hold an approved master's degree and have completed subsequent to the baccalaureate degree at least thirty quarter credit hours (twenty semester credit hours) of graduate level course work in education or shall hold a doctorate in education.

     (ii) Candidates applying for continuing program administrator's certificate shall provide documentation of one hundred eighty days or full-time equivalent or more employment in the respective role with an authorized employer -- i.e., school district, educational service district, state agency, college or university, private school, or private school system -- and at least thirty days of such employment with the same employer.

     (d) Professional certificate.

     (i) The candidate shall have completed an approved professional certificate program.

     (ii) The candidate shall have satisfactory evaluations while serving in a program administrator role as verified by a school district or a state board of education approved private school.

[Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) through (4). 02-04-018, § 180-79A-211, filed 1/24/02, effective 2/24/02. Statutory Authority: RCW 28A.410.010. 01-03-152, § 180-79A-211, filed 1/24/01, effective 2/24/01. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). 99-23-023, § 180-79A-211, filed 11/9/99, effective 12/10/99. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-79A-211, filed 12/23/98, effective 1/23/99.]

     (1) Initial certificate.

     An initial teacher certificate may be renewed for an additional three-year period on application and verification that the individual has completed all course work requirements from a regionally accredited institution of higher education as defined in WAC 180-78A-010(6) for continuing certification or has completed at least fifteen quarter credit hours (ten semester credit hours) since the certificate was issued or renewed. After August 31, 2000, provisions of WAC 180-79A-123 will apply.

     (2) Residency certificate. Residency certificates shall be renewed under one of the following options:

     (a) Teachers.

     (i) Individuals who hold, or have held, a residency certificate and who qualify for admission to a professional certificate program pursuant to WAC 180-78A-535 (1)(a) may have the certificate renewed for one additional two-year period upon verification by the professional certificate administrator that the candidate is enrolled in and is making satisfactory progress in a state approved professional certificate program.

     (((b))) (ii) Individuals who hold, or have held, residency certificates who do not qualify for admission to a professional certificate program pursuant to WAC 180-78A-535 (1)(a) may have their residency certificates renewed for one additional five-year period by the completion of fifteen quarter credits (ten semester credits) of college credit course work (normally one hundred level or higher) from a regionally accredited institution of higher education taken since the issuance of the residency certificate.

     (b) Principals/program administrators.

     (i) Individuals who hold, or have held, a residency certificate and who qualify for admission to a professional certificate program pursuant to WAC 180-78A-535 (2)(a) may have the certificate renewed for one additional two-year period upon verification by the professional certificate program administrator in which the candidate is enrolled, that the candidate is making satisfactory progress.

     (ii) Individuals who hold, or have held, residency certificates who do not qualify for admission to a professional certificate program under WAC 180-78A-535 (2)(a) may have their residency certificates renewed for one additional five-year period by the completion of fifteen quarter credits (ten semester credits) of college credit course work, directly related to the current performance-based leadership standards as defined in WAC 180-78A-270 (2)(b) from a regionally accredited institution of higher education taken since the issuance of the residency certificate. Renewal beyond one time requires the completion of fifteen quarter credits (ten semester credits) directly related to the current performance-based leadership standards as defined in WAC 180-78A-270 (2)(b) plus an internship approved by a college or university with a state board approved residency certificate program and taken since the issuance of the last residency certificate.

     (c) ((All other individuals who hold, or have held, residency certificates)) Renewals based on conditions other than those described in WAC 180-79A-250 (2)(a) and (b) may ((have their certificates renewed only by appeal)) be appealed to the state board of education, or its designated appeals committee. The following conditions apply to such appeals:

     (i) ((Teachers)) Individuals who appeal shall present a rationale and evidence to support their request to have their residency certificates renewed.

     (ii) The state board of education, or its designated appeals committee, in making its decision shall determine the length of the renewal and may establish specific conditions (such as course work requirements) as prerequisites for the reissuance of the residency certificate.

     (3) Continuing certificate.

     (a) The continuing certificates of holders who were eligible for such certificates prior to August 31, 1987, and who applied for such certificates prior to July 1, 1988, or who would have been eligible for such certificates prior to August 31, 1987, but for one of the three-year experience requirement and who complete such requirement and apply for such certificate prior to August 31, 1988, will be valid for life. Holders of valid continuing certificates affected by this subsection shall be entitled to have such certificate reissued and subject to the terms and conditions applicable to certification at the time of reissuance including the continuing education requirements of chapter 180-85 WAC.

     (b) All continuing certificates not affected by the exception stated in (a) of this subsection shall lapse if the holder does not complete the continuing education requirement, to include the filing requirement specified in chapter 180-85 WAC. To reinstate such a lapsed continuing certificate the individual must complete the requirements for reinstatement stated within chapter 180-85 WAC and must meet the conditions stated in WAC 180-79A-253.

     (4) Professional certificate.

     (a) Teachers.

     (i) A valid professional certificate may be renewed for additional five year periods by the completion of one hundred fifty continuing education credit hours as defined in chapter 180-85 WAC since the certificate was issued. An expired professional certificate may be renewed for an additional five-year period by presenting evidence to the superintendent of public instruction of completing the continuing education credit hour requirement within the five years prior to the date of the renewal application. All continuing education credit hours shall relate to either (a)(i)(A) or (((b))) (B) of this subsection: Provided, That both categories (a)(i)(A) and (((b))) (B) of this subsection must be represented in the one hundred fifty continuing education credit hours required for renewal:

     (A) One or more of the following three standards outlined in WAC 180-78A-540:

     (((i))) (I) Effective instruction.

     (((ii))) (II) Leadership.

     (((iii))) (III) Professional development.

     (((b))) (B) One of the salary criteria specified in RCW 28A.415.023.

     (((i))) (I) Is consistent with a school-based plan for mastery of student learning goals as referenced in RCW 28A.320.205, the annual school performance report, for the school in which the individual is assigned;

     (((ii))) (II) Pertains to the individual's current assignment or expected assignment for the subsequent school year;

     (((iii))) (III) Is necessary to obtain an endorsement as prescribed by the state board of education;

     (((iv))) (IV) Is specifically required to obtain advanced levels of certification; or

     (((v))) (V) Is included in a college or university degree program that pertains to the individual's current assignment, or potential future assignment, as a certified instructional staff.

     (((5))) (ii) Provided, That a professional certificate may be renewed based on the possession of a valid teaching certificate issued by the National Board for Professional Teaching Standards at the time of application for the renewal of the professional certificate. Such renewal shall be valid for five years or until the expiration of the National Board Certificate, whichever is greater.

     (b) Principals/program administrators.

     (i) A professional certificate may be renewed for additional five year periods for individuals employed as a principal, assistant principal or program administrator in a public school or state board approved private school by:

     (A) Completion of a professional growth plan that is developed and approved with the superintendent, superintendent designee, or appointed representative (e.g., educational service district personnel, professional association or organization staff, or peer from another district), and that documents formalized learning opportunities and professional development activities that:

     (I) Emphasize continuous learning;

     (II) Positively impact student learning;

     (III) Relate to the six standards and "career level" benchmarks defined in WAC 180-78A-270 (2)(b);

     (IV) Explicitly connect to the evaluation process;

     (V) Reflect contributions to the school, district, and greater professional community; and

     (VI) Identify areas in which knowledge and skills need to be enhanced.

     (B) Verification of satisfactory performance evaluations for the five year periods; and

     (C) Documented evidence of results of the professional growth plan on student learning.

     (ii) Individuals not employed as a principal, assistant principal, or program administrator in a public school or state board approved private school may have their professional certificate renewed for one additional five-year period by the completion of fifteen quarter credits (ten semester credits) of college credit course work directly related to the current performance-based leadership standards as defined in WAC 180-78A-270 (2)(b) from a regionally accredited institution of higher education taken since the issuance of the professional certificate. Renewal beyond one time requires the completion of fifteen quarter credits (ten semester credits) directly related to the current performance-based leadership standards as defined in WAC 180-78A-270 (2)(b) plus an internship approved by a college or university with a state board approved professional certificate program, and taken since the issuance of the last professional certificate.

[Statutory Authority: RCW 28A.410.010. 01-13-111, § 180-79A-250, filed 6/20/01, effective 7/21/01; 01-09-004, § 180-79A-250, filed 4/5/01, effective 5/6/01; 00-03-048, § 180-79A-250, filed 1/14/00, effective 2/14/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-79A-250, filed 12/23/98, effective 1/23/99.]

     The following sections of the Washington Administrative Code are repealed:

WAC 180-79A-015	Washington advisory council for professional certification standards -- Purpose and selection.
WAC 180-79A-020	Washington advisory council for professional teaching standards -- Duties.
WAC 180-79A-022	Washington advisory councils for professional administrator standards and professional educational staff associates standards -- Duties.

OTS-5825.2

AMENDATORY SECTION(Amending WSR 02-13-027, filed 6/12/02, effective 7/13/02)

WAC 180-79A-140   Types of certificates.   ((Six)) Five types of certificates shall be issued:

     (1) Teacher. The teacher certificate, including teacher exchange permits as provided in WAC 180-79A-220, authorizes service as a classroom teacher.

     (2) Vocational. The career and technical education certificate authorizes service in career and technical education programs in accordance with the provisions of chapter 180-77 WAC.

     (3) Administrator.

     (a) The administrator certificate for principal authorizes services as a building administrator or ((vice-principal. The initial principal certificate shall indicate one of the following grade levels, preschool-9, 4-12, or preschool-12, based on recommendations from the college or university in which the candidate completed an approved preparation program)) assistant principal.

     (b) The administrator certificates for superintendent or program administrator will be issued to persons who meet state board of education certification standards for service in the roles of superintendent or program administrator.

     (4) Educational staff associate. The educational staff associate certificate authorizes service in the roles of school speech pathologists or audiologists, school counselors, school nurses, school occupational therapists, school physical therapists, school psychologists, and school social workers: Provided, That nothing within chapter 180-79A WAC authorizes professional practice by an educational staff associate which is otherwise prohibited or restricted by any other law, including licensure statutes and rules and regulations promulgated by the appropriate licensure board or agency.

     (5) Limited certificates. The following limited certificates are issued to individuals under specific circumstances set forth in WAC 180-79A-231:

     (a) Conditional certificate.

     (b) Substitute certificate.

     (c) Emergency certificate.

     (d) Emergency substitute certificate.

     (e) Nonimmigrant alien exchange teacher.

     (f) Intern substitute teacher certificate.

     (((f))) (g) Transitional certificate.

[Statutory Authority: RCW 28A.410.010 and 28A.305.130. 02-13-027, § 180-79A-140, filed 6/12/02, effective 7/13/02. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) through (4). 02-04-018, § 180-79A-140, filed 1/24/02, effective 2/24/02. Statutory Authority: RCW 28A.410.010. 00-13-063, § 180-79A-140, filed 6/16/00, effective 7/17/00. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). 99-23-023, § 180-79A-140, filed 11/9/99, effective 12/10/99. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-79A-140, filed 12/23/98, effective 1/23/99. Statutory Authority: RCW 28A.410.010. 97-04-088, § 180-79A-140, filed 2/5/97, effective 3/8/97.]

OTS-5811.1

AMENDATORY SECTION(Amending WSR 99-04-008, filed 1/21/99, effective 2/21/99)

WAC 180-82-120   Assignment of principals and ((vice-principals)) assistant principals within districts.   ((In addition to holding principal permits or certificates as required by WAC 180-16-220(2), the assignment of principals and vice-principals in the basic program of education shall comply with the following:

     (1) Building administrators holding initial or provisional principals' certificates may serve only as principals or vice-principals for the grade levels stated in their endorsements with the following exceptions:

     (a) Building administrators with grades K through 8 or preschool through 8 endorsements may serve as principals or vice-principals for grade levels preschool through 9.

     (b) Building administrators with grades 7 through 12 endorsements may serve as principals or vice-principals for grade levels 4 through 12.

     (c) Building administrators with initial or provisional certificates may be assigned to serve as substitute principals or vice-principals at any grade level for a period not to exceed thirty consecutive school days in any one assignment.

     (2) Building administrators holding continuing or standard principals' certificates may be assigned to serve as a principal or vice-principal at any grade level.)) No person shall be assigned within the basic program of education to serve as principal or assistant principal unless such person holds a certificate or permit pursuant to WAC 180-79A-140(3).

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-04-008, § 180-82-120, filed 1/21/99, effective 2/21/99.]

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