Table of Contents Title 28 EDUCATION Part CXXXI. Bulletin 746―Louisiana Standards for State Certification of School Personnel Chapter 1. Introduction ............................................................................................................................... 1 §101. Purpose ......................................................................................................................................... 1 Chapter 2. Louisiana Educator Preparation Programs ............................................................................... 1 Subchapter A. Traditional Teacher Preparation Programs .......................................................................... 1 §201. Overview ...................................................................................................................................... 1 §203. Introduction .................................................................................................................................. 2 §205. Minimum Requirements for Approved Regular Education Programs for Grades PK-3: Adopted May 24, 2001; Effective July 1, 2002 ............................................................................ 2 §207. Minimum Requirements for Approved Regular Education Programs for Grades 1-5: Adopted May 24, 2001; Effective July 1, 2002 ............................................................................ 2 §209. Minimum Requirements for Approved Regular Education Programs for Grades 4-8: Adopted May 24, 2001; Effective July 1, 2002 ............................................................................ 3 §211. Minimum Requirements for Approved Regular Education Programs for Grades 6-12: Adopted May 24, 2001; Effective July 1, 2002 ............................................................................ 3 §213. College of Arts/Humanities/Sciences Degree Pathway to Secondary Education Certification (Grades 6-12): Adopted November 18, 2003; Effective January 1, 2004 .................................... 4 §215. Minimum Requirements for Approved Regular Education All-Level Programs for Grades K-12: Adopted November 2003; Effective August 1, 2005 ......................................................... 4 §217. Minimal Requirements for Approved Teacher Education Programs for Teachers of Mild/Moderate Impairments 1-12; Effective September 1, 1998 ................................................ 5 §219. Minimum Requirements for Approved General/Special Education Mild-Moderate Undergraduate Program: An Integrated to Merged Approach1 for Grades 1-52: Adopted October 2004; Effective July 1, 2010. .......................................................................................... 6 §221. Minimum Requirements for Approved General/Special Education Mild-Moderate Undergraduate Program: An Integrated to Merged Approach1 for Grades 4-82: Adopted October 2004; Effective July 1, 2010. .......................................................................................... 6 §223. Minimum Requirements for Approved General/Special Education Mild-Moderate Undergraduate Program: An Integrated to Merged Approach1 for Grades 6-122: Adopted October 2004; Effective July 1, 2010. .......................................................................................... 7 §225. Minimum Requirements for Approved Early Interventionist Special Education Birth to Five Years Program: Adopted November 18, 2004; Effective July 1, 2007. ....................................... 8 §227. Minimal Guidelines for Approved Teacher Education Program for Speech, Language, and Hearing Specialists ....................................................................................................................... 8 Subchapter B. Alternate Teacher Preparation Programs ............................................................................. 9 §231. Introduction .................................................................................................................................. 9 §233. The Practitioner Teacher Program Alternative Path to Certification (Minimum Requirements) .......................................................................................................... 10 §235. The Master's Degree Program Alternative Path to Certification (Minimum Requirements) ..... 13 §237. Certification-Only Program Alternative Path to Certification ................................................... 15 §239. The State as a Private Provider ................................................................................................... 18 Table of Contents Subchapter C. Alternate Educational Leader Preparation Programs ..................................................... 18 §240. Educational Leader Practitioner (Residency) Program .............................................................. 18 §243. PRAXIS Exams and Scores ........................................................................................................ 19 Chapter 3. Teaching Authorizations and Certifications ........................................................................... 22 Subchapter A. Standard Teaching Authorizations ..................................................................................... 22 §301. Overview .................................................................................................................................... 22 §303. Introduction ................................................................................................................................ 22 §305. Professional Level Certificates ................................................................................................... 22 §307. Type C Certificates ..................................................................................................................... 24 §309. Out-of-State (OS) Certificate ..................................................................................................... 25 §311. World Language Certificate (WLC) PK-12 ............................................................................... 25 §313. Practitioner Licenses .................................................................................................................. 26 §314. Extended Endorsement License (EEL) ...................................................................................... 27 §315. Standard Certificates for Teachers in Nonpublic Schools .......................................................... 27 Subchapter B. Nonstandard Teaching Authorizations ............................................................................... 29 §321. Introduction ................................................................................................................................ 29 §323. Temporary Authority to Teach (TAT) ....................................................................................... 30 §325. Out-of-Field Authorization to Teach (OFAT) ............................................................................ 30 §326. Temporary Employment Permit (TEP) ...................................................................................... 30 §327. Nonpublic Temporary Certificate (T) ........................................................................................ 31 Subchapter C. Ancillary Teaching Certificates ......................................................................................... 31 §341. Introduction ................................................................................................................................ 31 §343. Artist or Talented Certificate ...................................................................................................... 31 §345. Nonpublic Montessori Teacher Certificate ................................................................................ 32 §346. Family and Consumer Sciences (Occupational Programs) ........................................................ 32 §347. Junior Reserve Officers Training Corps Instructor (ROTC) ...................................................... 33 §348. Math for Professionals Certificate .............................................................................................. 33 Subchapter D. Special Considerations for Teachers Called to Active Military Duty .............................. 34 §361. Introduction ................................................................................................................................ 34 Chapter 4. Ancillary School Service Certificates ..................................................................................... 34 §401. Introduction ................................................................................................................................ 34 Subchapter A. General Ancillary School Certificates ............................................................................... 34 §403. Child Nutrition Program Supervisor .......................................................................................... 34 §405. Counselor K-12 (Counselor in a School Setting) ....................................................................... 35 §407. Educational Interpreter ............................................................................................................... 35 §408. Educational Transliterator .......................................................................................................... 36 §409. School Librarian ......................................................................................................................... 37 §410. Orientation and Mobility ............................................................................................................ 37 §411. School Nurse .............................................................................................................................. 37 §413. Social Worker ............................................................................................................................. 37 §414. Mental Health Professional Counselor ....................................................................................... 38 §415. Special Education Examiners ..................................................................................................... 38 Subchapter B. School Therapists ............................................................................................................... 41 §421. Overview .................................................................................................................................... 41 Chapter 5. Standards for Secondary Career and Technical Trade and Industrial Education Personnel .. 43 §501. Introduction ................................................................................................................................ 43 §503. Career and Technical Certificate Types Issued Prior to July 1, 2006 ........................................ 43 §504. Career and Technical Certificate Types Issued after July 1, 2006 ............................................. 43 §505. CTTIE-1 and CTTIE-2 Certificates ............................................................................................ 43 Table of Contents §507. VTIE, CTTIE, and CTTIE-1 Certificates Renewal Guidelines ................................................. 45 §509. CTTIE-2 Certificates Renewal Guidelines ................................................................................. 46 §511. Process for Reinstating Lapsed CTTIE or VTIE Certificates .................................................... 46 Chapter 6. Endorsements to Existing Certificates .................................................................................... 46 §601. Introduction ................................................................................................................................ 46 Subchapter A. Regular Education Level and Area Endorsements ............................................................ 46 §603. Introduction ................................................................................................................................ 46 §605. Requirements to add Early Childhood (Grades PK-3) ............................................................... 47 §607. Requirements to add Elementary (Grades 1-5) .......................................................................... 47 §609. Requirements to add Middle School (Grades 4-8) Specialty Area Endorsement for English, Mathematics, Science, or Social Studies .................................................................................... 47 §611. Requirements to add a Secondary (grades 6-12) Specialty Core Content Area as defined in the No Child Left Behind (NCLB) Act of 2001 (English, Math, Foreign Language, Science, and Social Studies) ....................................................................................................... 48 §613. Requirements to Add a Non-NCLB Secondary (grades 6-12) Specialty Content Area (Agriculture, Business, Computer Science, Family and Consumer Sciences, Journalism, Marketing, Speech, Technology Education) .............................................................................. 48 §615. Requirements to add an All-Level (K-12) Area (Art, Dance, Foreign Language, Health and Physical Education, and Music) ................................................................................................. 48 Subchapter B. Special Education Level and Area Endorsements.............................................................. 48 §621. Requirements .............................................................................................................................. 48 §623. Requirements to add Academically Gifted ................................................................................. 49 §625. Requirements to add Early Interventionist Birth to Five Years ................................................. 49 §627. Requirements to add Hearing Impaired K-12 ............................................................................ 49 §629. Requirements to add Mild/Moderate .......................................................................................... 50 §630. Requirements to add Mild/Moderate (1-5), (4-8) and (6-12)„Mandatory 7/1/2010 ................ 50 §631. Requirements to add Significant Disabilities 1-12 ..................................................................... 53 §633. Requirements to add Visual Impairments/Blind K-12 ............................................................... 53 Subchapter C. All Other Teaching Endorsement Areas ............................................................................ 53 §641. Introduction ................................................................................................................................ 53 §643. Adapted Physical Education ....................................................................................................... 53 §645. Adult Education Instructor ......................................................................................................... 54 §647. Aerospace Education .................................................................................................................. 54 §648. Algebra I ..................................................................................................................................... 54 §649. Bilingual Specialist ..................................................................................................................... 55 §651. Child Search Coordinator ........................................................................................................... 55 §655. Computer Literacy ...................................................................................................................... 55 §657. Cooperative Education ............................................................................................................... 55 §659. Counselor K-12 (Counselor in a School Setting) ....................................................................... 56 §661. Driver and Traffic Safety Education .......................................................................................... 56 §663. Educational Diagnostician (Special Education) ......................................................................... 56 §665. Educational Technology Areas ................................................................................................... 57 §666. Elementary Mathematics Specialist ........................................................................................... 58 §667. English as a Second Language ................................................................................................... 59 §668. Instructional Coaching ................................................................................................................ 59 §669. Montessori Teacher Certification ............................................................................................... 59 §671. Reading Specialist ...................................................................................................................... 59 §673. School Librarian ......................................................................................................................... 60 Table of Contents Chapter 7. Administrative and Supervisory Credentials .......................................................................... 60 §701. Overview .................................................................................................................................... 60 Subchapter A. The Educational Leadership Certificate ............................................................................. 60 §703. Introduction ................................................................................................................................ 60 §705. Educational Leader Certificate Level 1 (EDL 1) ....................................................................... 60 §707. Educational Leader Certificate Level 2 (EDL 2) ....................................................................... 61 §709. Educational Leader Certificate Level 3 (EDL 3) ....................................................................... 62 §710. Turnaround Specialist Certificate (TSC) .................................................................................... 62 §711. Teacher Leader Endorsement (Optional) ................................................................................... 62 Subchapter B. Out-of-State Administrative Certification Structure .......................................................... 63 §721. Out-of-State Principal Level 1 (OSP1) ....................................................................................... 63 §723. Out-of-State Principal Level 2 (OSP2) ....................................................................................... 63 §725. Out-of-State Superintendent (OSS) ............................................................................................ 63 Subchapter C. Administrative and Supervisory Endorsements Superseded by the Educational Leadership Certification Structure ..................................................................................... 64 §741. Introduction ................................................................................................................................ 64 §743. Elementary School Principal ...................................................................................................... 64 §745. Secondary School Principal ........................................................................................................ 65 §747. Parish or City School Superintendent ......................................................................................... 65 §749. Parish or City School Supervisor of Instruction ......................................................................... 66 §751. Parish or City School Supervisor/Director of Special Education ............................................... 66 §753. Special School Principal ............................................................................................................. 67 §755. Supervisor of Child Welfare and Attendance and/or Visiting Teacher ...................................... 67 Subchapter D. Educational Leadership Title Equivalencies ...................................................................... 67 §761. Title Equivalencies ..................................................................................................................... 67 Subchapter E. All Other Supervisory Endorsements ................................................................................. 68 §781. Introduction ................................................................................................................................ 68 §783. Supervisor of School Libraries„Eligibility Requirements ....................................................... 68 §785. Supervisor of Parish or City Materials and/or Media Centers ................................................... 68 §787. Supervisor of Student Teaching ................................................................................................. 68 Chapter 8. Certification Appeal Process .................................................................................................. 68 §801. Overview .................................................................................................................................... 68 §803. Appeal Process ........................................................................................................................... 69 §805. Application Packet ...................................................................................................................... 69 Chapter 9. Actions Related to the Suspension/Denial and Revocation of Louisiana Certificates ........... 69 §901. Overview .................................................................................................................................... 69 §903. Definitions .................................................................................................................................. 69 §905. Denial of Certificates for Criminal Offenses and/or for the Submission of Fraudulent Documentation ........................................................................................................................... 70 §906. Procedures and Rules for Issuance of a Denied Certificate ....................................................... 71 §907. Suspension and Revocation of Certificates for Criminal Offenses ............................................ 71 §908. Suspension and Revocation of Certificate/Endorsement Due to Facilitation of Cheating ......... 72 §909. Suspension and Revocation of Certificates due to Fraudulent Documentation Pertaining to Certification ................................................................................................................................ 72 §910. Suspension and Non-Renewal of Certificate/Endorsement Due to Ineffectiveness .................. 73 §911. Procedures and Rules for Reinstatement of Certificates Suspended or Revoked due to Criminal Convictions and/or Submission of Fraudulent Documents ...................................................................... 73 Chapter 10. Definitions ........................................................................................................................... 74 §1001. Terms ...................................................................................................................................... 74 §1003. Acronyms ................................................................................................................................ 75 Table of Contents Chapter 11. State and Federal Guidelines Related to No Child Left Behind Federal Legislation: Qualifications for Teachers and Paraprofessionals ............................................................. 75 §1101. General Provisions .................................................................................................................. 75 §1103. Highly Qualified Policy for Teachers ..................................................................................... 75 §1105. Highly Qualified Policy for Paraprofessionals ....................................................................... 78 §1107. Continuing Learning Units (CLUs) ........................................................................................ 80 §1109. Federal Legislation Related to Qualifications of Teachers and Paraprofessionals ................. 81 Chapter 12. Approved Courses to Reinstate Lapsed Certificates ........................................................... 81 §1201. Period of Validity .................................................................................................................... 81 §1203. Reinstatement of a Lapsed Certificate .................................................................................... 81 §1205. Certificate Reinstatement Coursework ................................................................................... 81 §1207. Responsibility of the Employing Authority ............................................................................ 81 §1209. Early Childhood (PK, K, PK-3) .............................................................................................. 82 §1211. Middle Grades (4-8, 5-8) ........................................................................................................ 82 §1213. Secondary (6-12, 7-12) ........................................................................................................... 82 §1215. Special Education ................................................................................................................... 82 §1217. All Level (K-12) ..................................................................................................................... 82 §1219. Ancillary Certificate ............................................................................................................... 83 Chapter 13. Ancillary Certification ........................................................................................................ 83 §1301. General Provisions .................................................................................................................. 83 §1303. Ancillary Teaching Certificates .............................................................................................. 83 §1305. Ancillary School Service Certificates ..................................................................................... 83 Chapter 14. Glossary ............................................................................................................................... 84 §1401. Definitions .............................................................................................................................. 84 Louisiana Administrative Code June 2013 1 Title 28 EDUCATION Part CXXXI. Bulletin 746―Louisiana Standards for State Certification of School Personnel Chapter 1. Introduction §101. Purpose A. Certification is a licensing process whereby qualified professionals become legally authorized to teach or to perform designated duties in K-12 schools under the jurisdiction of the Louisiana Board of Elementary and Secondary Education (BESE). The certification process provides a systematic and nondiscriminatory procedure for the credentialing of teachers and other school personnel. B. Certification policies and statutes are designed to identify and support high quality teachers in all Louisiana classrooms; promote higher standards in the teaching profession; and provide for growth and development of the teaching profession. The Louisiana Department of Education, Division of Teacher Certification and Higher Education, implements and maintains teacher certification procedures as mandated by legislation and BESE policy. C. Certification policies are adopted and implemented in a manner, and with a timeline, that allows for smooth transition from old to new requirements. Any certification change made by the BESE shall include implementation dates to be specified at the time of recommendation to the BESE for action. In particular, changes in Praxis exam scores will allow for a 12-month period from the date of adoption by the BESE to the effective date. D. When revised certification policy requirements necessitate a program change at the college level, a notice shall be given to those institutions of higher education that have teacher preparation programs so that catalogs can be revised and incoming freshman can be notified of the changes. E. This bulletin will serve as a reference for current state policy relative to initial certification and to certification endorsement options for those who wish to become teachers, those who are practicing teachers, personnel from both school districts and institutions of higher education, and anyone else who may seek certification assistance. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1782 (October 2006). Chapter 2. Louisiana Educator Preparation Programs Subchapter A. Traditional Teacher Preparation Programs §201. Overview A. Louisiana Revised Statutes 17:7 provides for the duties, functions, and responsibilities of the board of Elementary and Secondary Education (BESE). Specifically, 17:7(6)(a)(i) states that BESE shall prescribe qualifications and provide for certification of teachers in accordance with applicable law, and that such qualifications and requirements shall ensure that certification shall be a reliable indicator of minimum current ability and proficiency of the teacher to educate at the grade level and in the subject(s) to which the teacher is assigned. B. Louisiana teacher preparation programs are jointly reviewed by the Louisiana Board of Regents and by the BESE in a program approval process that culminates in formal adoption of each approved program. The BESE first approves certification structures that specify minimum semester hours, types of coursework, and other guidelines to be included in a teacher preparation program. Louisiana institutions of higher education and private program providers then propose programs designed to these specifications for official approval by the state through the program approval process. For a listing of state-approved teacher preparation programs by grade level and content area, see the Teach Louisiana website at teachlouisiana.net. C. When a candidate has successfully completed a state-approved program and met state testing and grade point average certification requirements, the program provider recommends the candidate for certification. NOTE: The Louisiana Department of Education will accept no final grade below a "C" in coursework within the approved undergraduate program, with the exception of the general education requirements. All coursework used for certification purposes must be for regular credit and not of a remedial or developmental nature. D. There are two types of teacher preparation programs: 1. A traditional teacher preparation program is a Bachelor of Arts or Bachelor of Science degree program that includes general education courses, a certification focus area, professional education courses, field experiences, and student teaching in a school setting. EDUCATION Louisiana Administrative Code June 2013 2 2. An alternate teacher preparation program is a pathway designed for candidates with a minimum of a baccalaureate degree earned at a regionally accredited institution. Applicants must demonstrate content mastery for admission to an alternate program, which combines professional knowledge with field experiences, including a student teaching experience or a one year supervised internship in a school setting. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1783 (October 2006). §203. Introduction A. For the traditional teacher preparation program certification structures that BESE has adopted, the following notes apply. 1. Students must spend a minimum of 270 clock hours in student teaching, with at least 180 of such hours spent in actual teaching. A substantial portion of the 180 hours shall be on an all-day basis. 2. In addition to the student teaching experience, the student should be provided actual teaching experience (in addition to observations) in classroom settings during the sophomore, junior, and senior years within schools with varied socioeconomic and cultural characteristics. It is recommended that pre-service teachers be provided a minimum of 180 hours of direct teaching experience in field-based settings prior to student teaching. 3. Three of the flexible hours allowed in the program structure must be in the "humanities." This must occur to meet general education requirements for the board of regents. 4. If students do not possess basic technology skills, they should be provided coursework or opportunities to develop those skills early in their program. 5. Minimum credit hours have been listed. Programs may use the flexible hours to add more content hours to the various elements of the program. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1783 (October 2006). §205. Minimum Requirements for Approved Regular Education Programs for Grades PK-3: Adopted May 24, 2001; Effective July 1, 2002 A. For certification as a teacher in grades pre-kindergarten through third (PK-3) in the state of Louisiana, the focus is on the areas of Early Childhood, Reading/Language Arts, and Mathematics. 1. General Education―39 semester hours. Requirements provide the prospective PK-3 teacher with basic essential knowledge and skills. English 12 semester hours Mathematics 9 semester hours Sciences 9 semester hours Social studies 6 semester hours Arts 3 semester hours 2. Focus on Early Childhood, Reading/Language Arts, and Mathematics―33 semester hours. Requirements provide a greater depth of knowledge in early childhood education. Nursery school and kindergarten coursework 12 semester hours Reading/language arts (Additional Content and Teaching Methodology) 12 semester hours Mathematics 9 semester hours Knowledge of the Learner and the Learning Environment, with the Emphasis on Early Childhood 15 semester hours a. Requirements provide the prospective PK-3 teacher with a fundamental understanding of the learner and the teaching and learning process. Coursework should address the needs of the regular and the exceptional child, as follows: i. child/adolescent development/psychology; ii. educational psychology; iii. the learner with special needs; iv. classroom organization and management; v. multicultural education. 3. Methodology and Teaching„15 semester hours: Requirements provide the prospective PK-3 teacher with fundamental pedagogical skills. Teaching methodology 6 semester hours Student teaching 9 semester hours Flexible hours for the university's use 18 semester hours Total required hours in the program 120 semester hours AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1783 (October 2006), amended LR 36:2844 (December 2010). §207. Minimum Requirements for Approved Regular Education Programs for Grades 1-5: Adopted May 24, 2001; Effective July 1, 2002 A. For certification as a teacher in elementary grades 1-5 in the state of Louisiana, the focus is on the areas of Reading/Language Arts and Mathematics. 1. General Education―54 semester hours. Requirements provide the prospective elementary grades 1-5 teacher with basic essential knowledge and skills. English 12 semester hours Mathematics 12 semester hours Sciences 15 semester hours Social studies 12 semester hours Arts 3 semester hours Louisiana Administrative Code June 2013 3 2. Focus on Reading/Language Arts and Mathematics―21 semester hours. Requirements provide the prospective elementary grades 1-5 teacher with fundamental pedagogical skills. Reading/language arts (additional content and teaching methodology) 12 semester hours Mathematics (additional content and teaching methodology) 9 semester hours Knowledge of the Learner and the Learning Environment, with the Emphasis on the Elementary School Student 15 semester hours a. Requirements provide the prospective elementary grades 1-5 teacher with a fundamental understanding of the learner and the teaching and learning process. Coursework should address the needs of the regular and the exceptional child, as follows: i. child/adolescent development or psychology; ii. educational psychology; iii. the learner with special needs; iv. classroom organization and management; v. multicultural education. 3. Methodology and Teaching: 15 semester hours. Requirements provide the prospective elementary grade 1-5 teacher with fundamental pedagogical skills. Teaching methodology 6 semester hours Student teaching 9 semester hours Flexible hours for the university's use 15 semester hours Total required hours in the program 120 semester hours AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1784 (October 2006), amended LR 36:2845 (December 2010). §209. Minimum Requirements for Approved Regular Education Programs for Grades 4-8: Adopted May 24, 2001; Effective July 1, 2002 A. For certification as a teacher in middle grades 4-8 in the state of Louisiana, the focus is on two in-depth teaching areas. 1. General Education―54 semester hours. Requirements provide prospective middle grades 4-8 teachers with basic essential knowledge and skills. English 12 semester hours Mathematics 12 semester hours Sciences 15 semester hours Social Studies 12 semester hours Arts 3 semester hours 2. Focus Area #1-19 hours total combined general education and focus area coursework. English 7 or more hours Mathematics 7 or more hours Social Studies 7 or more hours Science 4 or more hours 3. Focus Area #2„19 hours total combined general education and focus area coursework. English 7 or more hours Mathematics 7 or more hours Social Studies 7 or more hours Science 4 or more hours 4. Knowledge of the Learner and the Learning Environment, with the Emphasis on the Middle School Student―15 semester hours. a. Requirements provide the prospective middle grades 4-8 teacher with a fundamental understanding of the learner and the teaching and learning process. Coursework should address the needs of the regular and the exceptional child: i. child/adolescent development/psychology; ii. educational psychology; iii. the learner with special needs; iv. classroom organization and management; v. multicultural education. 5. Methodology and Teaching―24 semester hours. Requirements provide the prospective middle grades 4-8 teacher with fundamental pedagogical skills. Teaching methodology 9 semester hours Reading 6 semester hours Student teaching 9 semester hours Flexible hours for the university's use 13-16 semester hours Total required hours in the program 120 semester hours AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1784 (October 2006), amended LR 36:2845 (December 2010). §211. Minimum Requirements for Approved Regular Education Programs for Grades 6-12: Adopted May 24, 2001; Effective July 1, 2002 A. For certification as a secondary teacher in grades 6-12 in the state of Louisiana, the focus is on content in the teaching area. 1. General Education―30 semester hours. Requirements provide prospective secondary grades 6-12 teachers with basic essential knowledge and skills. English 6 semester hours Mathematics 6 semester hours Sciences 9 semester hours Social Studies 6 semester hours Arts 3 semester hours 2. Focus Area―A total of 31 hours of combined general education and focus area coursework. These focus hours prepare a prospective secondary teacher of grades 6-12 in the content area essential to the certification area. EDUCATION Louisiana Administrative Code June 2013 4 English, Social Studies, or Mathematics 25 or more hours -or- Science 22 or more hours -or- Other focus areas 31 or more hours 3. Knowledge of the Learner and the Learning Environment, with the Emphasis on the Secondary School Student―15 semester hours. a. Requirements provide the prospective secondary grades 6-12 teacher with a fundamental understanding of the learner and the teaching/learning process. Coursework should address the needs of the regular and the exceptional child: i. child/adolescent development or psychology; ii. educational psychology; iii. the learner with special needs; iv. classroom organization and management; v. multicultural education. 4. Methodology and Teaching―18 semester hours. Requirements provide the prospective secondary grade 6-12 teacher with fundamental pedagogical skills. Teaching methodology 6 semester hours Reading 3 semester hours Student teaching 9 semester hours Flexible hours for the university's use 26-35 semester hours Total required hours in the program 120 semester hours NOTE: The following areas are approved primary teaching focus areas, to include a minimum of 31 semester hours of credit: Agriculture; Biology; Business; Chemistry; Computer Science; Earth Science; English; Environmental Science; Family and Consumer Sciences; a specific Foreign Language; General Science; Marketing; Mathematics; Physics; Social Studies; Speech; Technology Education. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1785 (October 2006), amended LR 36:2846 (December 2010). §213. College of Arts/Humanities/Sciences Degree Pathway to Secondary Education Certification (Grades 6-12): Adopted November 18, 2003; Effective January 1, 2004 A. This certification structure identifies courses that candidates must complete if pursuing a degree through the College of Arts/Humanities/Sciences, with an education minor, to become certified to teach secondary grades 6-12. 1. General Education―30 semester hours. These requirements provide prospective secondary grades 6-12 teachers with basic essential knowledge and skills. English 6 semester hours Mathematics 6 semester hours Sciences 9 semester hours Social Studies 6 semester hours Arts 3 semester hours 2. Focus Areas„Content Area (semester hours can include general education coursework, if appropriate, and additional coursework)―31 semester hours. 3. Focus Areas„Education―33 semester hours. a. Knowledge of the Learner and the Learning Environment with the Emphasis on the Secondary School Student―15 semester hours: i. adolescent development or psychology; ii. educational psychology; iii. the learner with special needs; iv. classroom organization and management; v. multicultural education. b. Methodology and Teaching―18 semester hours. Requirements provide the prospective secondary grades. i. 6-12 teacher with fundamental pedagogical skills: ii. teaching methodology (six semester hours); iii. reading (three semester hours); iv. student teaching (nine semester hours). 4. Flexible hours for the university's use―26-35 semester hours. The number of flexible hours is dependent upon the number of general education courses in English, mathematics, science, and social studies that can be applied toward the major. The number of hours for a content area focus should be a minimum of 31 hours, and the total curriculum (including flexible hours) should be 120 hours. 5. Total required hours in the program 120 semester hours. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1785 (October 2006), amended LR 36:2846 (December 2010). §215. Minimum Requirements for Approved Regular Education All-Level Programs for Grades K-12: Adopted November 2003; Effective August 1, 2005 A. General Education―A minimum of 30 semester hours of credit designed to develop a broad cultural background. The work must be taken in the following five areas. English 6 semester hours Mathematics 6 semester hours Sciences 9 semester hours Social Studies 6 semester hours Arts 3 semester hours B. Focus Area Art 28 semester hours of Art coursework Dance 31 semester hours of Dance coursework Health and Physical Education 31 semester hours of Health and Physical Education coursework Louisiana Administrative Code June 2013 5 Vocal Music 31 semester hours of Vocal Music coursework Instrumental Music 31 semester hours of Instrumental Music coursework Vocal and Instrumental Music 50 semester hours vocal and instrumental music coursework Foreign Language 31 semester hours of the language (If French, at least 12 hours must be earned through a two (2) semester residence in a university abroad or through two (2) summers of intensive immersion study on a Louisiana campus, an out-of-state university, or abroad) C. Knowledge of the Learner and the Learning Environment―18 semester hours. 1. Coursework should address needs of the regular and exceptional child and certification grade categories PK-3, 1-5, 4-8, and 6-12: a. child development; b. adolescent psychology; c. educational psychology; d. the learner with special needs; e. classroom organization and management; f. multicultural education. D. Methodology and Teaching―18 semester hours. Reading 3 semester hours Teaching methodology 6 semester hours Student teaching 9 semester hours Flexible hours for university use 4-26 semester hours Total required hours in the program 120 semester hours AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1786 (October 2006), amended LR 36:2847 (December 2010). §217. Minimal Requirements for Approved Teacher Education Programs for Teachers of Mild/Moderate Impairments 1-12; Effective September 1, 1998 A. General Education*―a minimum of 46 semester hours of credit designed to develop a broad cultural background. The work must be taken in the five areas listed below. 1. English„12 semester hours, including three semester hours in grammar and three semester hours in composition. 2. Social Studies (anthropology, economics, geography, history, political science, psychology, sociology, and survey of social science)„12 semester hours, including at least three semester hours in United States history and three semester hours in geography (other than the geography of a state). 3. Science„12 semester hours, including at least three semester hours in biological science and at least three semester hours in physical science. 4. Mathematics„six semester hours. 5. Health and Physical Education„four semester hours. B. *Universities that wish to require three hours of computer science should require a minimum of six hours in mathematics and a minimum of nine hours in science. C. Professional Education―a minimum of 27 semester hours of credit, taken in the four areas listed below. 1. History of education, introduction to education, foundations of education, and/or philosophy of education„three semester hours. 2. Educational psychology and/or principles of teaching„three semester hours. 3. Student teaching in elementary or secondary mild/moderate*„nine semester hours. 4. Professional teacher education courses„12 semester hours, as follows: a. child or adolescent psychology„three semester hours; b. teaching of reading„nine semester hours, including at least three semester hours of credit for a practicum or laboratory situation involving work with children and materials of instruction. *In the event that student teaching cannot be done in a mild/moderate classroom, student teaching must be done in at least two categorical situations (MR, LD, OH, ED, SL) in the public and/or nonpublic schools supervised according to certification requirements for supervisor of student teachers referred to in Bulletin 746 and according to mandates R.S. 17:7.1-R.S. 17:7.2. For students pursuing a double major in regular and special education, the student teaching requirement will be fulfilled according to mandates of R.S. 17:7.1-R.S. 17:7.2 and will be equally divided between regular education and special education. D. Specialized Academic Education, Elementary and Secondary―33 semester hours of credit, as follows. 1. General Knowledge„three semester hours in one of the following: a. Introduction to Education of the Exceptional Child; or b. Introduction to Education of Students with Mild/Moderate Disabilities. 2. Methods and Materials„nine semester hours, including 60 contact hours of field experiences, as follows: a. Vocational and Transition Services for Students with Disabilities„three semester hours; b. Methods of Teaching Students with Learning and Behavior Problems„three semester hours; c. Methods of Teaching Basic Subjects to Students with Mild/Moderate Disabilities„three semester hours. 3. Management„six semester hours, including at least 60 contact hours of field experiences, as follows: a. Methods of Classroom Organization and Management„three semester hours; EDUCATION Louisiana Administrative Code June 2013 6 b. Approaches to Managing Students with Mild/Moderate Disabilities„three semester hours. 4. Practicum in Assessment„three semester hours. 5. Mainstreaming/Inclusive Education Practicum, including at least 60 contact hours„three semester hours. NOTE: For students pursuing a double major in regular education and special education, the student teaching in regular education will fulfill the requirement for the practicum. 6. Professional Electives„nine semester hours. NOTE: Electives must include competencies in inclusive education and coordination with regular education and be approved by the Dean of the College of Education. E. Specialized Academic Education: Secondary: The secondary teacher of students with mild/moderate disabilities who is to award Carnegie units in various subjects must meet minimal requirements for the various subjects in addition to the general education and professional education requirements as outlined in Bulletin 746 minimal requirements. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1786 (October 2006). §219. Minimum Requirements for Approved General/Special Education Mild-Moderate Undergraduate Program: An Integrated to Merged Approach1 for Grades 1-52: Adopted October 2004; Effective July 1, 2010. A. Students who complete an approved blended general/special education mild/moderate program for elementary grade levels 1-5 are eligible for certification in the areas of mild/moderate and elementary grades 1-5. The program focus is on the areas of Reading/Language Arts and Mathematics. 1. General Education―54 semester hours. Requirements provide the prospective elementary grades 1-5 teacher with basic essential knowledge and skills. English 12 semester hours Mathematics 12 semester hours Sciences 15 semester hours Social studies 12 semester hours Arts 3 semester hours 2. Focus Area, Special Education―21 semester hours. Special Education Focus Area Special Education Content3 21semester hours 3. Knowledge of the Learner and the Learning Environment, with Emphasis on the Elementary School Student―15 semester hours. a. Requirements provide the prospective elementary grades 1-5 teacher with a fundamental understanding of the learner and the teaching and learning process. Coursework should address the needs of the regular and the exceptional child: i. child/adolescent development or psychology; ii. educational psychology; iii. the learner with special needs; iv. classroom organization and management; v. multicultural education. 4. Methodology and Teaching―33 semester hours a. Requirements provide the prospective elementary grades 1-5 teacher with fundamental pedagogical skills. Reading and Literacy Content/Methodology 12 semester hours Teaching Methodology and Strategies (science and social studies must be addressed) 6 semester hours Math Content/Methodology 6 semester hours Student teaching4 9 semester hours Flexible hours for the university's use 3 semester hours Total required hours in the program5 126 semester hours 1NOTE: Linda P. Blanton, Marleen Pugach, "Collaborative Programs in General and Special Teacher Education: An Action Guide for Higher Education and State Policymakers," pp. 11-24 2NOTE: Students who do not possess basic technology skills should provide coursework or opportunities to develop those skill early in their program. 3NOTE: Council for Exceptional Children (CEC) performance-based standards for accreditation and licensure must be met. 4NOTE: (50 percent of the student teaching must include working with and actual teaching of students with disabilities) 5NOTE: In addition to the student teaching experience, students should be provided actual teaching experiences (in addition to observations) in classroom settings during the sophomore, junior, and senior years within schools with varied socioeconomic and cultural characteristics. It is recommended that pre-service teachers be provided a minimum of 180 hours of direct teaching experience in field-based settings prior to student teaching. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1787 (October 2006), amended LR 33:433 (March 2007), LR 34:2034 (October 2008). §221. Minimum Requirements for Approved General/Special Education Mild-Moderate Undergraduate Program: An Integrated to Merged Approach1 for Grades 4-82: Adopted October 2004; Effective July 1, 2010. A. Students who complete an approved blended general/special education mild/moderate program for middle grades 4-8 are eligible for certification in the areas of mild/moderate and the selected middle grades 4-8 content area. The program focus is on special education and one middle school content area. 1. General Education―54 semester hours. Requirements provide the prospective middle grades 4-8 teacher with basic essential knowledge and skills. English 12 semester hours Mathematics 12 semester hours Sciences 15 semester hours Louisiana Administrative Code June 2013 7 Social studies 12 semester hours Arts 3 semester hours 2. Focus Area, Special Education and One Middle School Content Focus Area―42 semester hours (combined general education and focus area content semester hours should equal 19). Middle School Content Area (English, mathematics, science, or social studies) NOTE: General Education coursework may be used to create the 21 semester hours. 21 semester hours Special Education Content3 21 semester hours 3. Knowledge of the Learner and the Learning Environment, with the Emphasis on the Middle School Student―15 semester hours. a. Requirements provide the prospective middle grades 4-8 teacher with a fundamental understanding of the learner and the teaching/learning process. Coursework should address the needs of the regular and the exceptional child: i. child/adolescent development or psychology; ii. educational psychology; iii. the learner with special needs; iv. classroom organization and management; v. multicultural education. 4. Methodology and Teaching―21 semester hours. These requirements provide the prospective middle grades 4-8 teacher with fundamental pedagogical skills. Reading and Literacy Content/Methodology 6 semester hours Teaching Methodology and Strategies 6 semester hours Student teaching4 9 semester hours Flexible hours for the university's use 3-6 semester hours Total required hours in the program5 123 semester hours 1NOTE: Linda P. Blanton, Marleen Pugach, "Collaborative Programs in General and Special Teacher Education: An Action Guide for Higher Education and State Policymakers," pp. 11-24 2NOTE: Students who do not possess basic technology skills should provide coursework or opportunities to develop those skill early in their program. 3NOTE: Council for Exceptional Children (CEC) performance-based standards for accreditation and licensure must be met. 4NOTE: (50 percent of the student teaching must include working with and actual teaching of students with disabilities) 5NOTE: In addition to the student teaching experience, students should be provided actual teaching experiences (in addition to observations) in classroom settings during the sophomore, junior, and senior years within schools with varied socioeconomic and cultural characteristics. It is recommended that pre-service teachers be provided a minimum of 180 hours of direct teaching experience in field-based settings prior to student teaching. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1788 (October 2006), amended LR 33:433 (March 2007), LR 34:2035 (October 2008). §223. Minimum Requirements for Approved General/Special Education Mild-Moderate Undergraduate Program: An Integrated to Merged Approach1 for Grades 6-122: Adopted October 2004; Effective July 1, 2010. A. Students who complete an approved blended general/special education mild/moderate program for secondary grade levels 6-12 are eligible for certification in the areas of mild/moderate and in the selected secondary grades 6-12 content area. The program focus is on special education and one high school content area. 1. General Education―30 semester hours. These requirements provide the prospective secondary grades 6-12 teacher with basic essential knowledge and skills. English 6 semester hours Mathematics 6 semester hours Sciences 9 semester hours Social studies 6 semester hours Arts 3 semester hours 2. Focus Area, Special Education and One High School Content Focus Area―51 semester hours (combined general education and focus area content semester hours should equal 31). Secondary School Content Area NOTE: General Education coursework may be used to create the 30 semester hours. 30 semester hours Special Education Focus Area 3 21 semester hours 3. Knowledge of the Learner and the Learning Environment―15 semester hour. a. These requirements provide the prospective secondary grades 6-12 teacher with a fundamental understanding of the learner and the teaching/learning process. Coursework should address the needs of the regular and the exceptional child: i. child/adolescent development or psychology; ii. educational psychology; iii. the learner with special needs; iv. classroom organization and management; v. multicultural education. 4. Methodology and Teaching―21 semester hours. These requirements provide the prospective secondary grades 6-12 teacher with fundamental pedagogical skills. Reading and Literacy Content/Methodology 6 semester hours Teaching Methodology and Strategies 6 semester hours Student teaching4 9 semester hours Flexible hours for the university's use 6-9 semester hours Total required hours in the program5 123 semester hours 1NOTE: Linda P. Blanton, Marleen Pugach, "Collaborative Programs in General and Special Teacher Education: An Action Guide for Higher Education and State Policymakers," pp. 11-24 2NOTE: Students who do not possess basic technology skills should provide coursework or opportunities to develop those skill early in their program. EDUCATION Louisiana Administrative Code June 2013 8 3NOTE: Council for Exceptional Children (CEC) performance-based standards for accreditation and licensure must be met. 4NOTE: (50 percent of the student teaching must include working with and actual teaching of students with disabilities) 5NOTE: In addition to the student teaching experience, students should be provided actual teaching experiences (in addition to observations) in classroom settings during the sophomore, junior, and senior years within schools with varied socioeconomic and cultural characteristics. It is recommended that pre-service teachers be provided a minimum of 180 hours of direct teaching experience in field-based settings prior to student teaching. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1788 (October 2006), amended LR 33:433 (March 2007), LR 34:2035 (October 2008). §225. Minimum Requirements for Approved Early Interventionist Special Education Birth to Five Years Program: Adopted November 18, 2004; Effective July 1, 2007. A. For Louisiana certification as a teacher for Early Interventionist: Birth to Five Years, the focus of the program is on early childhood and early interventionist. 1. General Education―48 semester hours. These requirements provide the prospective early interventionist teacher with basic essential knowledge and skills. English 12 semester hours Mathematics 12 semester hours Sciences 12 semester hours Social studies 9 semester hours Arts 3 semester hours 2. Focus Area„The Young Child: 30 semester hours. Nursery school and kindergarten. 9 semester hours Reading content. 3 semester hours Special education content* (with emphasis on infants, toddlers, and preschoolers): Foundations In early childhood education and early intervention; physical and medical management; motor speech/ language development; sensory and communication differences; understanding and working with families 18 semester hours *NOTE: Council for Exceptional Children (CEC) performance-based standards for accreditation and licensure must be met. 3. Knowledge of the Learner and the Learning Environment, with the Emphasis on Infants, Toddlers, and Preschoolers―15 semester hours. a. These requirements provide prospective Early Interventionist teachers with a fundamental understanding of the learner and the teaching/learning process. Coursework should address the needs of the regular and the exceptional child: i. child development/psychology; ii. learning environments/diversity/behavior analysis; iii. curriculum; iv. assessment; v. interdisciplinary and interagency teaming and consultation. 4. Methodology and Teaching―15 semester hours. These requirements provide the prospective early interventionist teacher with fundamental pedagogical skills. Reading methodology 6 semester hours Teaching methodology (early intervention methods infant, toddler, preschool), understanding and facilitating play, teaching mathematics 9 semester hours Student teaching (infant, toddler, preschool areas) 9 semester hours Flexible hours for the university's use 7 semester hours Total required hours in the program 124 semester hours AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1789 (October 2006), amended LR 33:821 (May 2007). §227. Minimal Guidelines for Approved Teacher Education Program for Speech, Language, and Hearing Specialists A. For certification as a Speech, Language, and Hearing Specialist through a traditional teacher preparation program, emphasis is placed upon general, professional, and special education coursework. 1. General Education„46 semester hours designed to develop a broad cultural background. The work must be taken in the five areas listed below. English, including at least three semester hours in grammar and three semester hours in composition 12 semester hours Social studies (anthropology, economics, geography, history, political science, sociology, and survey of social science), including at least three semester hours in United States history 12 semester hours Science, including at least three semester hours in biological science, three semester hours in physical science, and three semester hours in anatomy and physiology 12 semester hours Mathematics 6 semester hours Health and physical education 4 semester hours a. Universities that wish to require three semester hours of computer science should require a minimum of six semester hours in mathematics and a minimum of nine semester hours in science. 2. Professional Education„33 semester hours, which must be taken in the four areas listed below. a. History of education, introduction to education, foundations of education, and/or philosophy of education―3 semester hours. b. Educational psychology and/or principles of teaching―3 semester hours. Louisiana Administrative Code June 2013 9 c. Student teaching in speech, language, and hearing therapy with individuals from birth to 22 years of age, in public or nonpublic schools―9 semester hours. i. Student teaching must be supervised according to certification requirements for supervisor of student teachers referred to in Bulletin 746 and according to the mandates of R.S. 17:7.1-R.S. 17:7.2. d. At least 18 hours of professional education, to include the following. Adolescent psychology 3 semester hours Child psychology 3 semester hours Introduction to exceptional children 3 semester hours Teaching of reading 3 semester hours 3. Special Education Requirements for Speech, Language, and Hearing Services (*Indicates those courses recommended to be taught at the bachelor's level) a. Basic Requirements i. *Educational and/or psychological tests and measurements―3 semester hours. ii. *Counseling methods for teaching or psychological counseling―3 semester hours. iii. *Abnormal psychology (e.g., Psychology of adjustment, mental hygiene, psychology of the emotionally disturbed)―3 semester hours. b. Basic Professional Courses: i. *American phonetics―3 semester hours. ii. *Anatomy and physiology of the speech and hearing mechanism―3 semester hours. iii. *Normal speech and language acquisition (to include cultural and regional variations)―3 semester hours. iv. Voice science and/or acoustics―3 semester hours. v. *Methods and materials in speech, language,and hearing therapy in public schools―3 semester hours. c. Hearing and Hearing Disorders i. *General foundations in audiology (including hearing testing)―3 semester hours. ii. Advanced hearing testing―3 semester hours. iii. *Aural rehabilitation―3 semester hours. d. Speech and Language Disorders: A minimum of 30 hours, to include the following: NOTE: No more than six of the following semester hours may be counted in clinical practicum credits. i. *Survey or introduction to communicative disorders―3 semester hours; ii. *Articulation disorders―3 semester hours; iii. *Language disorders―3 semester hours; iv. *Disorders of rhythm (to include stuttering)―3 semester hours; v. *Voice disorders―3 semester hours; vi. Cleft palate, orofacial disorders―3 semester hours; vii. Neurological disorders (cerebral and peripheral neurological disorders)―3 semester hours; viii. Aphasia―3 semester hours; ix. Diagnosis and diagnostic practicum with speech and language disorders―3 semester hours; x. A minimum of 30 semester hours must be earned at the graduate level, excluding six semester hours of practicum. e. A minimum of 375 clock hours of supervised clinical practicum is required, of which at least 100 clock hours must have been earned at the undergraduate level. These hours must include experiences with individuals from birth to 21 years of age and shall include at a minimum the following distribution of hours or the distribution of hours as specified for clinical practicum be the American Speech-Language-Hearing Association (ASHA). A minimum of: i. 50 hours in diagnosis; ii. 50 hours in hearing, testing, and auditory rehabilitation; iii. 75 hours in language disorders; iv. 30 hours in articularion disorders; v. 30 hours in rhythm disorders. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1789 (October 2006). Subchapter B. Alternate Teacher Preparation Programs §231. Introduction A. Current BESE policy allows for alternate certification pathways listed in this section. Previous policy was limited to the alternate program pathway entitled "Post-Baccalaureate Program." In the period in which the State transitions from previous policy to current policy, the following are deadline dates for candidates enrolled in a Louisiana post-baccalaureate alternate program prior to implementation of the current Practitioner Teacher, Master's Degree, and Non-master's/Certification-Only alternate certification programs. B. Candidates in Early Childhood Education, Elementary, Secondary, and Mild/Moderate Special Education 1. Spring Semester 2003„last date for students to be accepted into Post-Baccalaureate Programs. 2. August 31, 2006„last date for candidates who were already in the Post-Baccalaureate Programs to complete those programs. EDUCATION Louisiana Administrative Code June 2013 10 C. Candidates in the all-level (K-12) areas of art, dance, foreign language, health and physical education, and music. 1. Spring Semester 2005„last date for students to be accepted into Post-Baccalaureate Programs. 2. August 31, 2008„last date for candidates who are already in Post- Baccalaureate Programs to complete those programs. D. Candidates in the areas of Early Interventionist, Hearing Impaired, Significant Disabilities, and Visual Impairments/Blind. 1. July 1, 2007„last date for candidates to be accepted into Post-Baccalaureate Programs. 2. August 31, 2010„last date for candidates who are already in Post-Baccalaureate Programs to complete those programs. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1790 (October 2006), amended LR 33:821 (July 2007). §233. The Practitioner Teacher Program Alternative Path to Certification (Minimum Requirements) A. State-approved private providers and Louisiana colleges or universities with an approved teacher education program may choose to offer a practitioner teacher program for certification in grades PK-3, 1-5, 4-8, 6-12, all-level K-12 (art, dance, foreign language, health and physical education, and music), or general-special education mild/moderate: an integrated to merged approach for grades 1-5, grades 4-8 and grades 6-12. The practitioner teacher program is a streamlined certification path that combines intensive coursework and full-time teaching. B. Admission to the Program. Program providers work with district personnel to identify practitioner teacher program candidates who will be employed by districts during the fall and spring semesters for candidates admitted in a summer preparation session and during the spring semester and successive fall semester for candidates admitted in a fall preparation session. For admission, candidates must: 1. possess a non-education baccalaureate degree from a regionally accredited university; 2. have 2.50 or higher grade point average (GPA) on a 4.00 scale to enter a private provider program; 3. have 2.20 or higher grade point average (GPA) on a 4.00 scale to enter a college or university program; 4. pass the Praxis pre-professional skills tests (PPSTs) in reading, writing, and mathematics. Candidates who already possess a graduate degree will be exempted from this requirement; 5. pass the Praxis content-specific examinations: a. candidates for grades PK-3, pass elementary education: content knowledge (0014 or 5014); b. candidates for grades 1-5 (regular education and mild/moderate), pass elementary education: content knowledge (0014 or 5014); c. candidates for grades 4-8 (regular education and mild/moderate) pass the middle school subject-specific licensing examination(s) for the content area(s) to be certified; d. candidates for grades 6-12 (regular education and mild/moderate) pass the secondary subject-specific examination(s) for the content area(s) to be certified. General-special education mild/moderate candidates seeking admission to an alternate program must pass a Praxis core subject area exam (English/language arts, foreign language, mathematics, the sciences, or social studies). If no examination has been adopted for Louisiana in the certification area, candidates must present a minimum of 31 semester hours of coursework specific to the content area; e. candidates for all-level K-12 areas of art, dance, foreign language, health and physical education, and music pass the subject-specific examination for content area(s) to be certified. If no examination has been adopted for Louisiana in the certification area, candidates must present a minimum of 31 semester hours of coursework specific to the content area for admission to the program. The provider must develop a process to ensure that candidates demonstrate necessary performance skills in the all-level certification area; 6. meet other non-course requirements established by college or university. C. Teaching Preparation (Summer Preparation Session or Fall Preparation Session) 1. All teachers will participate in field-based experiences in school settings while completing the summer/fall courses (or equivalent contact hours). 2. Grades PK-3 practitioner teachers will successfully complete courses or equivalent contact hours that focus on child development or psychology, family and community relationships, the diverse learner, classroom management/organization, assessment, instructional design, and instructional strategies before starting their teaching internships (12 credit hours or equivalent 180 contact hours). 3. Grades 1-5, 4-8, and 6-12 practitioner teachers will successfully complete courses or equivalent contact hours that focus on child or adolescent development or psychology, the diverse learner, classroom management/organization, assessment, instructional design, and instructional strategies before starting their teaching internships (9 credit hours or equivalent 135 contact hours). 4. General-Special Education Mild/Moderate. An integrated to merged approach for grades 1-5 practitioner teachers will successfully complete courses or equivalent contact hours that focus on methodology, behavior management (classroom management of students with disabilities), curriculum based assessment/IEP, vocational transition, foundation of reading, foundations of special education, and child psychology before starting their Louisiana Administrative Code June 2013 11 teaching internships (12 credit hours or equivalent 180 contact hours). 5. General-Special Education Mild/Moderate. An integrated to merged approach for grades 4-8 practitioner teachers will successfully complete courses or equivalent contact hours that focus on methodology, behavior management (classroom management of students with disabilities), curriculum based assessment/IEP, vocational transition, reading and literacy, foundations of special education, child and adolescent psychology before starting their internships (12 credit hours or equivalent 180 contact hours). 6. General-Special Education Mild/Moderate. An integrated to merged approach for grades 6-12 practitioner teachers will successfully complete courses or equivalent contact hours that focus on methodology, behavior management (classroom management of students with disabilities), curriculum based assessment/IEP, vocational transition, reading and literacy, foundations of special education, adolescent psychology before starting their internships (12 credit hours or equivalent 180 contact hours). 7. All-level K-12 practitioner teachers will successfully complete courses or equivalent contact hours that focus on child and adolescent psychology, the diverse learner, classroom management and organization, assessment, instructional design, and instructional strategies across grade levels K-12 before starting their teaching internships (9 credit hours or equivalent 135 contact hours). D. Teaching Internship and First-Year Support (12 credit hours or equivalent 180 contact hours) 1. Practitioner teachers assume full-time teaching positions in districts. During the school year, candidates participate in two seminars (during the fall and during the spring or the spring and fall, depending on entry point) that address immediate needs of the Practitioner Teacher Program teachers, and receive one-on-one supervision through an internship provided by the program providers. 2. For all-level areas (art, dance, foreign language, health and physical education, and music), field experiences should be provided across grades K-12. 3. For general-special education mild/moderate grades 1-5, grades 4-8 and grades 6-12 seminars will cover instructional strategies in core content areas, state reading competencies with alignment to state literacy plan; numeracy strategies; classroom management; lesson plans development and implementation; assessment; collaboration between special education and general education (e.g., co-planning, co-teaching, behavior intervention, accommodations, services/support); collaboration with parents; and data-driven decision making or any other identified needs. Technology will be addressed in all grade levels. 4. For general-special education mild/moderate grades 1-5, grades 4-8 and grades 6-12 seminars will cover instructional strategies in core content areas, state reading competencies with alignment to state literacy plan; numeracy strategies; classroom management; lesson plans development and implementation; assessment; collaboration between special education and general education (e.g., co-planning, co-teaching, behavior intervention, accommodations, services/support); collaboration with parents; and data-driven decision making or any other identified needs. Technology will be addressed in all grade levels. E. Teaching Performance Review (End of First Year) 1. Program providers, principals, mentors, and practitioner teachers form teams to review first-year teaching performance of practitioner teachers and determine the extent to which the practitioner teachers have demonstrated teaching proficiency. 2. Grades PK-3, Grades 1-5, Grades 4-8, Grades 6-12 and All-Level K-12. If weaknesses are cited, teams will identify additional types of instruction to address areas of need. Prescriptive plans that require from one to nine credit hours of instruction, or 15 to 135 equivalent contact hours, will be developed for practitioner teachers. 3. General-Special Education Mild/Moderate Special Education Candidates. If weaknesses are cited, teams will identify additional types of instruction to address areas of need. Prescriptive plans that require from three to nine credit hours of instruction, or 45 to 135 equivalent contact hours, will be developed for practitioner teachers. F. Prescriptive Plan Implementation (Second Year) 1. Grades PK-3, Grades 1-5, Grades 4-8, Grades 6-12 and All-Level K-12 (1 to 9 credit hours, or 15 to 135 contact hours). Candidates who demonstrate areas of need will complete prescriptive plans. 2. General-Special Education Mild/Moderate Special Education (3 to 9 credit hours, or 45 to 135 contact hours). Candidates who demonstrate area of need will complete prescriptive plans. Practitioner teachers will use prescriptive hours to meet the reading competency requirements by completing the same number of semester hours in reading as required for undergraduate teacher preparation programs: (1) elementary 1-5 programs, nine hours; middle grades 4-8 programs, six hours; secondary grades 6-12 programs, three hours or (2) pass a reading competency assessment. G. Total hours required in the program: 1. grades PK-3 Program―24-33 credit hours (or equivalent 360-495 contact hours); 2. grades 1-5, 4-8, 6-12, all-level (K-12) programs―21-30 credit hours (or equivalent 315-450 contact hours); 3. general-special education mild/moderate grades 1-5, grades 4-8, and grades 6-12 programs―27-33 credit hours (or equivalent 405-495 contact hours). H. Praxis Review (Second Year). Program providers will offer review sessions to prepare practitioner teachers to pass remaining components of the Praxis. I. Program requirements must be met within a three year time period. For certification purposes, private providers and colleges or universities will submit signed statements to the Department of Education indicating that the student EDUCATION Louisiana Administrative Code June 2013 12 completing the practitioner teacher program alternative certification path met the following requirements: 1. passed the PPST components of the Praxis; NOTE: This test was required for admission. 2. completed all program requirements including the internship with a 2.50 or higher GPA (this applies to candidates in a university program); 3. completed prescriptive plans (if weaknesses were demonstrated); 4. passed the Praxis specialty examination for the area(s) of certification; NOTE: This test was required for admission. a. grades PK-3„Elementary Education: Content Knowledge (#0014); b. grades 1-5 (regular and special education)„Elementary Education: Content Knowledge (#0014); c. grades 4-8 (regular and special education)„middle school subject-specific licensing examination(s) for the content area(s) to be certified; d. grades 6-12 (regular and special education)„secondary subject-specific examination(s) for the content area(s) to be certified. General-special education mild/moderate candidates must pass a Praxis core subject area exam (English/language arts, foreign language, mathematics, the sciences, or social studies). If no examination has been adopted for Louisiana in the certification area, candidates must present a minimum of 31 semester hours of coursework specific to the content area for admission to the program; e. all-level K-12 areas (art, dance, foreign language, health and physical education, and music)„Subject-specific examination(s) for content area(s) to be certified. If no examination has been adopted for Louisiana in the certification area, candidates must present a minimum of 31 semester hours of coursework specific to the content area for admission to the program; 5. passed the pedagogy examination (Praxis): a. grades PK-3„Principles of Learning and Teaching Early Childhood (#0621); b. grades 1-5„Principles of Learning and Teaching K-6 (#0622); c. grades 4-8„Principles of Learning and Teaching 5-9 (#0623); d. grades 6-12„Principles of Learning and Teaching 7-12 (#0624); e. all-level K-12 certification„Principles of Learning and Teaching K-6, 5-9, or 7-12; f. general-special education mild/moderate„Special Education: Core Knowledge and Mild to Moderate Applications (#0543); in addition to one of the following aligned to candidates grade level: i. grades 1-5„Principles of Learning and Teaching K-6 (#0622); ii. grades 4-8„Principles of Learning and Teaching 5-9 (#0623); iii. grades 6-12„Principles of Learning and Teaching 6-12 (#0624); 6. All candidates entering an alternate certification program after May 1, 2004, must demonstrate proficiency in the reading competencies as adopted by the BESE through either of the following: a. successfully complete the same number of semester hours in reading as required for undergraduate teacher preparation programs: i. early childhood PK-3, elementary 1-5 or general-special education mild/moderate 1-5 programs, nine hours; ii. middle grades 4-8 programs or general-special education mild/moderate 4-8, six hours; iii. secondary 6-12 all-level K-12 or general-special education mild/moderate 6-12 programs, three hours; iv. special education areas (early interventionist, hearing impaired, significant disabilities, or visually impaired), nine hours; or b. pass a reading competency assessment. 7. The reading competency assessment for early childhood PK-3, elementary 1-5, and special education candidates is the Praxis Teaching Reading exam (#0204). (middle grades 4-8 and secondary grades 6-12 will be required to take the required reading course credit hours or equivalent contact hours until an appropriate reading competency assessment is developed and adopted.) J. Ongoing support (second and third year) program providers will give support services to practitioner teachers during their second and third years of teaching. Support types may include online support, internet resources, special seminars, etc. K. Professional License. A practitioner teacher will be issued a practitioner license in a specific level and area upon entrance to the program and completion of the summer or fall teacher preparation session. The practitioner teacher is restricted to the specific level and area as designated on the practitioner license. He/she will be issued a level 1 professional license upon successful completion of all program requirements. L. Undergraduate, Graduate Courses; Graduate Programs. Universities may offer the practitioner teacher program courses at the undergraduate or graduate-level. Efforts should be made to allow students to use graduate hours as electives if they are pursuing a graduate degree. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1790 (October 2006), amended LR 34:1387 (July 2008), LR 35:1477 (August 2009), LR 36:2261 (October 2010), LR 36:2263 (October 2010), LR 37:549 (February 2011), LR 37:558 (February 2011), LR 37:3208 (November 2011), LR 39:1460 (June 2013). Louisiana Administrative Code June 2013 13 §235. The Master's Degree Program Alternative Path to Certification (Minimum Requirements) A. A Louisiana college or university with an approved teacher education program may choose to offer an alternative certification program that leads to a master's degree. The college or university may offer the master's degree program as either a master of education or a master of arts in teaching. Master's degree programs may offer certification in grades PK-3, 1-5, 4-8, 6-12, All-Level K-12 (art, dance, foreign language, health and physical education, music), early interventionist birth to five years, general-special education mild moderate: an integrated to merged approach for grades 1-5, grades 4-8, and grades 6-12, significant disabilities 1-12, hearing impaired K-12, and visual impairments/blind K-12. B. For all special education programs, the Council for Exceptional Children (CEC) performance-based standards for accreditation and licensure must be met. C. Admission to the Program. To be admitted, candidates must: 1. possess a non-education baccalaureate degree from a regionally accredited university; 2. have a 2.50 or higher grade point average (GPA) on a 4.00 scale; 3. pass the Praxis pre-professional skills tests (PPSTs) in reading, writing, and mathematics (individuals who already possess a graduate degree will be exempted from this requirement); 4. pass the Praxis content-specific subject area examination: a. candidates for PK-3 (regular education)„Elementary Education: Content Knowledge (0014 or 5014); b. candidates for grades 1-5 (regular education and mild/moderate)„Elementary Education: Content Knowledge (0014 or 5014); c. candidates for grades 4-8 (regular education and mild/moderate)„the middle school subject-specific licensing examination(s) for the content area(s) to be certified; d. candidates for grades 6-12 (regular education and mild/moderate)„the secondary subject-specific examination(s) for the content area(s) to be certified. General-special education mild/moderate candidates seeking admission to an alternate program must pass a Praxis core subject area exam (English/language arts, foreign language, mathematics, the sciences, or social studies). If no examination has been adopted for Louisiana in the certification area, candidates must present a minimum of 31 semester hours of coursework specific to the content area; e. candidates for all-level K-12 areas of art, dance, foreign language, health and physical education, and music„the subject-specific examination(s) for the content area(s) to be certified. If no examination has been adopted for Louisiana in the certification area, candidates must present a minimum of 31 semester hours of coursework specific to the content area for admission to the program. The provider must develop a process to ensure that candidates demonstrate necessary performance skills in the all-level certification area; f. candidates for special education early interventionist birth to five years, significant disabilities 1-12, hearing impaired K-12, visual impairments/blind K-12„Elementary Education: Content Knowledge (0014 or 5014); 5. meet other non-course requirements established by the college/university. D. Program Requirements 1. Knowledge of Learner and the Learning Environment (15 credit hours) a. Grades PK-3, 1-5, 4-8, 6-12„Child or adolescent development or psychology; the diverse learner; classroom management/organization; assessment; instructional design and instructional strategies. b. General-Special Education Mild/Moderate: An Integrated to Merged Approach for Grades 1-5„Behavior management (classroom management of students with disabilities), curriculum based assessment/IEP, vocational transition, foundations of special education and child psychology. c. General-Special Education Mild/Moderate: An Integrated to Merged Approach for Grades 4-8―Behavior management (classroom management of students with disabilities), curriculum based assessment/IEP, vocational transition, foundation of special education, child/adolescent psychology. d. General-Special Education Mild/Moderate: An Integrated to Merged Approach for Grades 6-12―Behavior management (classroom management of students with disabilities), curriculum based assessment/IEP, vocational transition, foundation of special education, adolescent psychology. e. All-Level (grades K-12)„Coursework across grade levels K-12, as follows: Child and adolescent psychology; the diverse learner; classroom management/organization; assessment; instructional design and instructional strategies. f. Special Education Early Interventionist Birth to Five Years (coursework specific to infants, toddlers, and preschoolers)„Child development or psychology; learning environment and behavior analysis; motor, sensory, and communication differences; teaming, physical, and medical management; understanding and working with families; communication and literacy in early intervention. g. Special Education Significant Disabilities 1-12 (coursework specific to needs of children with significant disabilities)„Assessment and evaluation, including IEP and ESYP; communication strategies; behavior support; collaborative techniques and family partnerships; physical support, health and safety; special education law; characteristics of individuals with significant disabilities. h. Special Education Hearing Impaired K-12 (coursework specific to the needs of hearing impaired students)„Assessment and evaluation; special needs of EDUCATION Louisiana Administrative Code June 2013 14 students with disabilities; transition; instructional strategies and planning in the content areas; instructional strategies in literacy; education law, special education law, school structure; technology in schools; diversity in schools. i. Special Education Visual Impairments/Blind K-12 (coursework specific to the needs of visually impaired students)„Educational implications of low vision and blindness; orientation and mobility for the classroom teacher; assessment/evaluation techniques, including functional vision evaluation and reading media assessment; assistive technology for the visually impaired; education law, special education law, school structure; transition. 2. Reading a. General-Special Education Mild/Moderate: An Integrated to Merged Approach for Grades 1-5: foundations of reading, reading and literacy (9 credit hours) b. General-Special Education Mild/Moderate: An Integrated to Merged Approach for Grades 4-8 and Grades 6-12: reading and literacy (6 credit hours) 3. Methodology and Teaching a. For Grades PK-3, 1-5, 4-8, 6-12, All-Level K-12 (art, dance, foreign language, health and physical education, and music): Methods courses and field experiences. (12 to 15 credit hours) b. For General-Special Education Mild/Moderate: Grades 1-5: methodology, instructional strategies in core content areas (3 to 6 hours) c. For General-Special Education Mild/Moderate: Grades 4-8 and Grades 6-12: methodology, instructional strategies in specific core content area ( 6 hours) NOTE: For All-Level K-12 areas (art, dance, foreign language, health and physical education, and music), experiences should be provided across grades K-12. d. For special education Early Interventionist Birth to Five Years (coursework specific to needs of infants, toddlers, and preschoolers)„Curriculum; assessment; early intervention methods; understanding and facilitating play; teaching of reading and mathematics. e. For special education Significant Disabilities 1-12 (coursework specific to needs of children with significant disabilities, across grades 1-12)„Curriculum development and modifications; transition planning; instructional strategies; inclusive education practices. f. For special education Hearing Impaired K-12 (coursework specific to needs of children with hearing impairments across grades K-12)„Language development and linguistic principles in language acquisition; speech development, speech reading, audition training; assessment and evaluation; instructional strategies; audiology, and audiology training; anatomy and physiology of the hearing mechanism; auditory assistive devices; history and psychology of deafness; assistive devices and technology; proficiency in either signed, cued, or oral communication. g. For special education Visual Impairments/Blind K-12 (coursework specific to needs of visually impaired students, across grades K-12)„Instructional strategies; Braille code, teaching Braille reading (with proficiency as defined in LA State Competencies); Nemeth code, teaching Braille mathematics; using slate and stylus. 4. Student Teaching or Internship―6-9 credit hours NOTE: For all-level K-12 areas of art, dance, foreign language, health and physical education, and music, experiences should be provided across grades K-12. 5. Total hours required in the Grades PK-3, Grades 1-5, Grades 4-8, Grades 6-12, All-Level K-12, Early Interventionist Birth to Five Years, Significant Disabilities 1-12, Hearing Impaired, K-12, and Visual Impairments/Blind K-12 programs―33-39 credit hours a. Total hours required in the General-Special Education Mild/Moderate: An Integrated to Merged Approach for Grades 1-5, Grades 4-8 and Grades 6-12 programs … 33-42 credit hours (Electives 0-3 credit hours) E. Certification Requirements. Colleges/universities will submit signed statements to the Louisiana Department of Education indicating that the student completing the Master's Degree Program alternative certification path met the following requirements: 1. passed PPST components of Praxis (as required for admission); 2. completed all coursework in the master's degree alternate certification program with a 2.50 or higher grade point average (GPA); 3. passed the specialty examination (Praxis) for the area of certification (this test was required for admission); a. grades PK-3 (regular education)„Elementary Education: Content Knowledge (0014 or 5014); b. grades 1-5 (regular education and mild/moderate)„Elementary Education: Content Knowledge (0014 or 5014); c. grades 4-8 (regular education and mild/moderate)„middle school subject-specific licensing examination for content area to be certified; d. grades 6-12 (regular education and mild/moderate)„Secondary subject-specific examination for content area(s) to be certified. General-special education mild/moderate candidates must pass a Praxis core subject area exam (English/language arts, foreign language, mathematics, the sciences, or social studies). If no examination has been adopted for Louisiana in the certification area, candidates must present a minimum of 31 semester hours of coursework specific to the content area for admission to the program; e. all-level K-12 certification„Subject-specific examination for content area(s) to be certified. If no examination has been adopted for Louisiana in the certification area, candidates must present a minimum of 31 semester hours of coursework specific to the content area for admission to the program; f. special education early interventionist (birth to five years), significant disabilities 1-12, hearing impaired K-12, and visual impairments/blind K-12„Elementary Louisiana Administrative Code June 2013 15 Education: Content Knowledge (0014 or 5014) specialty examination; 4. passed the pedagogy examination (Praxis): a. grades PK-3„Principles of Learning and Teaching Early Childhood (0621 or 5621); b. grades 1-5„Principles of Learning and Teaching K-6 (0622 or 5622); c. grades 4-8„Principles of Learning and Teaching 5-9 (0623 or 5623); d. grades 6-12„Principles of Learning and Teaching 7-12 (0624 or 5624); e. all-level K-12 certification„Principles of Learning and Teaching K-6, 5-9, or 7-12; f. general-special education mild/moderate„Special Education: Core Knowledge and Mild to Moderate Applications (0543 or 5543) in addition to one of the following aligned to candidates grade level: i. grades 1-5„Principles of Learning and Teaching K-6 (0622 or 5622); ii. grades 4-8„Principles of Learning and Teaching 5-9 (0623 or 5623); iii. grades 6-12„Principles of Learning and Teaching 6-12 (0624 or 5624); g. special education early interventionist birth to five years„Special Education: Core Knowledge and Applications (0354) and Principles of Learning and Teaching: Early Childhood (0621 or 5621); h. special education significant disabilities 1-12„Special Education: Core Knowledge and Severe to Profound Applications (0545 or 5545); i. special education hearing impaired K-12„Special Education: Core Knowledge and Applications (0354 or 5354) and Education of Exceptional Students: Hearing Impairment (0271); j. special education visual impairments/blind K-12„Special Education: Core Knowledge and Applications (0354 or 5354); 5. prior to receiving a Level 1 or higher professional teaching certificate, a candidate who entered an alternate certification program after May 1, 2004, is required to demonstrate proficiency in the reading competencies as adopted by the BESE through either of the following: a. successfully complete the same number of semester hours in reading as required for undergraduate teacher preparation programs: i. early childhood PK-3 or elementary 1-5 programs„9 hours; ii. middle grades 4-8 programs„6 hours; iii. secondary 6-12 or All-Level K-12 programs„3 hours; iv. special education areas (early interventionist, hearing impaired, significant disabilities, or visually impaired)„9 hours; or b. passes a reading competency assessment. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1792 (October 2006), amended LR 35:1480 (August 2009), LR 36:2262 (October 2010), LR 36:2263 (October 2010), LR 37:549 (February 2011), LR 37:3209 (November 2011), LR 39:1460 (June 2013). §237. Certification-Only Program Alternative Path to Certification A. State-approved private providers and Louisiana colleges or universities with an approved teacher education program may choose to offer a Certification-Only Program for certification in grades PK-3, 1-5, 4-8, 6-12, all-level K-12 (art, dance, foreign language, health and physical education, and music), early interventionist birth to five years, hearing impaired K-12, significant disabilities 1-12, and visual impairments/blind K-12. This program offers flexibility in delivery (e.g., face to face and/or online) and is designed to serve candidates who may not elect participation in or be eligible for certification under either the practitioner teacher alternate certification program or the master's degree alternate certification program. B. All programs must address the state and national standards, including the performance-based standards for accreditation and licensure (e.g., CEC, NCTE, NCTM, NCSS, NAEYC, etc.). C. Admission to the Program 1. Screening. The selection process will identify candidates that possess critical thinking skills, proven track records of achievement, a belief that all students can achieve, and a strong desire to teach in schools that educate under-served children. 2. Degree Requirements. Possess a non-education baccalaureate degree from a regionally accredited university. 3. GPA Requirements. The GPA may be calculated using the last 60 hours of coursework earned from a regionally accredited university: a. have 2.50 or higher grade point average (GPA) on a 4.00 scale to enter a private provider program; b. have 2.20 or higher grade point average (GPA) on a 4.00 scale to enter a college or university program; 4. Testing requirements: a. pass the Praxis pre-professional skills tests (PPSTs). Candidates who already possess a graduate degree will be exempted from this requirement. An ACT composite score of 22 or a SAT combined verbal/critical reading and math score of 1030 may be used in lieu of Praxis I PPST exams; b. pass the Praxis content-specific subject area examination: EDUCATION Louisiana Administrative Code June 2013 16 i. candidates for PK-3 (regular education)„Elementary Education: Content Knowledge (0014 or 5014); ii. candidates for grades 1-5„Elementary Education: Content Knowledge (0014 or 5014); iii. candidates for grades 4-8„pass the middle school subject-specific examination for the content area(s) to be certified; iv. candidates for grades 6-12„pass the secondary subject-specific examination for the content area(s) to be certified. If no examination has been adopted for Louisiana in the certification area, candidates must present a minimum of 31 semester hours of coursework specific to the content area; v. candidates for all-level K-12 areas of art, dance, foreign language, health and physical education, and music„pass the subject-specific examination for the content area(s) to be certified. If no examination has been adopted for Louisiana in the certification area, candidates must present a minimum of 31 semester hours of coursework specific to the content area for admission to the program. Provider must develop a process to ensure that candidates demonstrate necessary performance skills in the all-level certification area; vi. candidates for special education early interventionist birth to five years, significant disabilities 1-12, hearing impaired K-12, and visual impairments/blind K-12„Elementary Education: Content Knowledge (0014 or 5014). D. Program requirements and structure: 1. eighty contact hours of classroom readiness training will focus on instructional design and delivery as well as classroom environment and classroom management. Candidates will be provided with professional guidance, support and opportunities to observe classroom teachers; 2. knowledge of the learner and the learning environment„12 hours or equivalent contact hours. All courses/contact hours for regular and special education will integrate effective teaching components, content standards, technology, reading, and portfolio development. Field-based experiences will be embedded in each course or contact hour. Courses/contact hours must address the following: a. grades PK-3, 1-5, 4-8, 6-12„child/adolescent development or psychology, the diverse learner, classroom management/organization/ environment, assessment, instructional design, and reading/ instructional strategies that are content and level appropriate; b. all-level K-12 areas„child psychology and adolescent psychology; the diverse learner; classroom management/organization/environment; assessment; instructional design; and reading/instructional strategies (all coursework/contact hours should address grade levels K-12); c. special education early interventionist birth to five years (coursework/contact hours specific to infants, toddlers, and preschoolers)„child development or psychology; foundations in early childhood education; teaming, physical, and medical management; understanding and working with families; communication and literacy in early intervention; d. special education significant disabilities 1-12 (coursework/contact hours specific to needs of children with significant disabilities)„assessment and evaluation; communication strategies; behavior support; collaborative techniques and family partnerships; physical support, health and safety; special education law; characteristics of individuals with significant disabilities; e. special education hearing impaired K-12 (coursework/contact hours specific to the needs of hearing impaired students)„assessment and evaluation; special needs of students with disabilities; transition; instructional strategies and planning in the content areas; instructional strategies in literacy; education law, special education law, school structure; technology in schools; diversity in schools; f. special education visual impairments/blind K-12 (coursework/contact hours specific to the needs of visually impaired students)„educational implications of low vision and blindness; orientation and mobility for the classroom teacher; assessment/evaluation techniques, including functional vision evaluation and reading media assessment; assistive technology for the visually impaired; education law, special education law, school structure; transition.; 3. methodology and teachingsix semester hours or equivalent contact hours of content-specific methods courses and field/clinical experiences; a. for grades PK-3, 1-5, 4-8, 6-12, all-level K-12 (art, dance, foreign language, health and physical education, and music), methods courses/contact hours to include case studies and field experiences; NOTE: For all-level K-12 areas (art, dance, foreign language, health and physical education, and music), experiences should be provided across grades K-12. b. for special education early interventionist birth to five years (coursework/contact hours specific to needs of infants, toddlers, and preschoolers)„curriculum; assessment; early intervention methods (including understanding and facilitating play); teaching of reading and mathematics; c. for special education significant disabilities 1-12 (coursework/contact hours specific to the needs of children with significant disabilities)„curriculum development and modifications; transition planning; instructional strategies; inclusive education practices; d. for special education hearing impaired K-12 (coursework/contact hours specific to needs of children with hearing impairments, across grades K-12)„language development and linguistic principles in language acquisition; speech development, speech reading, audition training; assessment and evaluation; instructional strategies; audiology and audiology training; anatomy and physiology of the hearing mechanism; auditory assistive devices; history and psychology of deafness; assistive devices and technology; proficiency in either signed, cued, or oral communication; Louisiana Administrative Code June 2013 17 e. for special education visual impairments/blind K-12 (coursework/contact hours specific to needs of visually impaired students, across grades K-12)„instructional strategies; Braille code, teaching Braille reading (with proficiency as defined in LA state competencies); Nemeth code, teaching Braille mathematics; using slate and stylus; 4. reading requirements. Candidates completing an alternate certification program after May 1, 2004, are required to demonstrate proficiency in the reading competencies as adopted by BESE through one of the following options: a. successfully complete same number of semester hours in reading as required for undergraduate teacher preparation programs: i. early childhood PK-3 or elementary 1-5 programs, nine hours; ii. middle grades 4-8 programs, six hours; iii. secondary 6-12 or all-level K-12 programs, three hours; iv. special education areas (early interventionist, hearing impaired, significant disabilities, or visually impaired), nine hours; or b. pass a reading competency assessment; c. the reading competency assessment for early childhood PK-3, elementary 1-5, and special education candidates is the PraxisTeaching Reading exam (0204 or 5204). (Middle grades 4-8 and secondary grades 6-12 will be required to take the required reading course credit hours or equivalent contact hours until an appropriate reading competency assessment is developed and adopted.); 5. internship or student teaching―six hours, to include participant-oriented methodology seminars: a. for all-level K-12 areas (art, dance, foreign language, health and physical education, and music), internship or student teaching experiences should be provided across grades K-12; b. if the candidate has accumulated three years of successful teaching experience in an approved Louisiana school in the area(s) of certification, the private provider/university may substitute the three years of successful teaching experience for the required internship or student teaching portion of the program. Experience accumulated by elementary education certification candidates must be in core content areas at appropriate grade levels; 6. mentoring and support. Participants will receive content and/or pedagogy support during the school year through small group seminar meetings. The support will be provided by a master teacher who has experience teaching in the same or similar content area and grade level. The master teacher should focus on student achievement and instructional strategies with the program candidate. The master teacher can give the candidate one-on-one support and offer specific ways that the teacher can improve instruction techniques; 7. total hours required in the program―27-33 credit hours or equivalent contact hours (405-495). Program requirements must be met within three years. E. Licensure Requirements 1. Practitioner License (PL2)―a program candidate that is hired as a full-time teacher in an approved Louisiana school will be issued a practitioner license 2. This license is issued at the request of the Louisiana employing school system for a specific grade level and content area once successful completion of the classroom readiness component has been verified. The teacher is restricted to the specific grade level and content area as designated on the practitioner license 2. 2. Standard Professional License―a standard Level certificate may be issued after the applicant has: a. completed all program requirements with a 2.50 or higher GPA (this applies to candidates in a university program); and b. passed the pedagogy examination (Praxis): i. grades PK-3„Principles of Learning and Teaching Early Childhood (0621 or 5621); ii. grades 1-5„Principles of Learning and Teaching K-6 (0622 or 5622); iii. grades 4-8„Principles of Learning and Teaching 5-9 (0623 or 5623); iv. grades 6-12„Principles of Learning and Teaching 7-12 (0624 or 5624); v. all-level K-12 certification„Principles of Learning and Teaching K-6, 5-9, or 7-12; vi. special education early interventionist birth to five years„Special Education: Core Knowledge and Applications (0354) and Principles of Learning and Teaching Early Childhood (0621 or 5621); vii. special education significant disabilities 1-12„Special Education: Core Knowledge and Severe to Profound Applications (0545 or 5545); viii. special education hearing impaired K-12„Special Education: Core Knowledge and Applications (0354 or 5354) and Education of Exceptional Students: Hearing Impairment (0271); ix. special education visual impairments/blind K-12„Special Education: Core Knowledge and Applications (0354 or 5354); c. completed all requirements of the certification-only alternative certification path as verified to the Louisiana Department of Education by the program provider. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1794 (October 2006), amended LR 35:1482 (August 2009), LR 36:2262 (October 2010), LR 36:2263 (October 2010), LR 37:550 (February 2011), LR 37:3210 (November 2011), LR 39:1461 (June 2013). EDUCATION Louisiana Administrative Code June 2013 18 §239. The State as a Private Provider A. The Louisiana Department of Education, Division of Teacher Certification and Higher Education, may act as a program provider in directing certification efforts of candidates who meet these criteria. 1. Candidate must accumulated three years of successful experience in an approved Louisiana school in the area(s) of certification, which experience can be used by the Louisiana Department of Education in lieu of the internship or student teaching portion of the program. Experience accumulated by elementary education certification candidates must be in core content areas at appropriate grade levels. 2. Candidate must have experienced difficulty in completing alternate program requirements, through no fault of his/her own. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 32:1796 (October 2006), amended LR 35:222 (February 2009). Subchapter C. Alternate Educational Leader Preparation Programs §240. Educational Leader Practitioner (Residency) Program A. State-approved private providers and Louisiana colleges or universities may choose to offer an educational leader practitioner (residency) program for purposes of certifying successful candidates for educational leader level 1 certification (Two additional alternate paths are available to individuals seeking an educational leader certificate level 1„see Chapter 7, §705 for path 1 and path 2.). Educational leader practitioner program providers must submit a program proposal to the Louisiana Department of Education, Division of Certification and Preparation. Programs will be reviewed for adherence to program guidelines, and those meeting guidelines will be recommended to the Board of Elementary and Secondary Education for approval status. The educational leader practitioner program is a streamlined certification path that combines intensive coursework and practical, on-the-job experience. 1. Admission to the Program. Program providers work with local educational agency or state/district-approved charter school personnel to identify educational leader practitioner program candidates who will be employed by the local educational agency or approved charter school (hereinafter referred to as hiring authority). For admission, candidates must: a. possess a baccalaureate degree from an accredited university; b. have three years of K-12 teaching experience and demonstrate strong knowledge of instruction through a rigorous screening process by an approved program provider in partnership with one or more hiring authorities; c. hold or be eligible to hold a valid Louisiana type B or level 2 teaching certificate or have a comparable level out-of-state teaching certificate; d. meet other non-course requirements established by the approved leader practitioner program: i. candidates will be chosen using a rigorous selection process designed to determine the potential of candidates as school leaders. The screening process for each cohort will involve a multi-phase process that includes, as a minimum, a written application, recommendations, and interviews. 2. Leader Preparation (First Session) a. All leader practitioner candidates will participate in an initial institute training that will build skills in the areas of instructional, organizational, and personal leadership. The standards for educational leaders in Louisiana will serve as the basis of the curriculum. The institute will provide a balanced curriculum that includes learning opportunities grounded in practical experience, theory, and research. Topics to be addressed include but are not limited to the following: leading with a vision, using data to lead school improvement, creating and leading effective school teams, building a high-performance learning culture and professional learning communities, and leading and learning with technology. acquired knowledge and skills will be utilized in the planning of residency experiences with a residency supervisor, who is assigned by the program provider. In addition, participants will begin developing their portfolio and educational leadership development plan. b. The initial session will include a minimum of 135 contact hours (or 9 credit hours). 3. Principal Residency and Support (School Year) a. Candidates assume positions as administrative interns (with responsibilities equivalent to that of an Assistant Principal). The hiring authority pays the candidate's salary. b. Interns will serve in at least two different schools, and will experience a full range of activities associated with all phrases of school administration. In school experiences should provide for a minimum of 125 days in the school. c. During the school year, candidates participate in weekly sessions provided by the program provider and in four seminars (two during the first semester and two during the second semester) that address immediate needs of the practitioner leader. Weekly sessions and seminars should provide for a minimum of 60 contact hours (or 4 credit hours). d. Practitioner leaders receive one-on-one supervision through a residency supervisor provided by the program providers. e. Practitioner leaders will receive support from a school-based principal mentor identified by the hiring authority and the program provider, and a principal coach provided by the program provider. Hiring authorities and providers will collaborate to identify appropriate site for Louisiana Administrative Code June 2013 19 placement of an intern at a school and with a strong principal who serves as the school-based mentor. Additionally, the provider identifies and trains principal coaches (e.g., former principals, retired principals) who support one or more candidates. 4. Leader Preparation (Second Session) a. All leader practitioner candidates will participate in a follow-up institute training that will continue to build skills in the areas of instructional and organizational leadership. The Standards for Educational Leaders in Louisiana will serve as the basis of the curriculum. The institute will provide a balanced curriculum that includes learning opportunities grounded in practical experience, theory, and research. Topics to be addressed include but are not limited to the following: leading a focused drive toward student achievement, organizing the learning environment, and ethical leadership. In addition, program participants will finalize their portfolio and educational leadership development plan. b. The second session will include 135 contact hours (or 9 credit hours). i. An approved program provider may choose to provide a portion of the second session curriculum and contact hours during the first session or academic school year. ii. A minimum of 45 contact hours (or three credit hours) must be provided during the second session. iii. The provider must provide evidence that the curriculum topics have all been addressed and that the required contact hours/credit hours have been met by the end of the second session. 5. Practitioner Leader Performance Review (Mid-Year and End of Program) a. Program providers, mentor principals, and principal coaches form teams to review mid-year performance of practitioner leaders and determine the extent to which the practitioner leader has demonstrated educational leadership proficiency. If weaknesses are cited, teams will identify additional types of support to address areas of needs. b. Program providers, mentor principals, and principal coaches form teams to review end-of-program performance of practitioner leaders and determine the extent to which the aspiring leader has demonstrated educational leadership proficiency and readiness for the Educational Leader Level 1 certification. 6. Total Hours Required. Minimum of 330 contact hours of coursework (22 credit hours) and minimum of 125 days serving as practitioner leader (administrative intern). 7. Passage of School Licensure Exam. Have a passing score on the School Leaders Licensure Assessment (SLLA) in accordance with state requirements. 8. Program requirements must be met by the end of the second session. For certification purposes, approved providers will submit signed statements to the Department of Education indicating that the student completing the Educational Leader Practitioner Program performance-based certification path met the following requirements: a. passed the school leaders licensure assessment; b. completed all program coursework (sessions and school year) and the residency; c. completed prescriptive plans (if weaknesses were demonstrated); d. demonstrate readiness for the educational leader based on performance against the standards for educational leaders in Louisiana and approved program provider indicators of skills needed for educational leader success; e. completed an educational leadership development plan (an individualized learning plan that outlines areas of development in each of the standards for educational leaders in Louisiana; f. completed a portfolio demonstrating skills needed to collaborate with teachers and use data to increase student achievement; successfully observe, evaluate, and provide feedback to teachers to improve student achievement; and lead the school or a portion of the school through a change process that helps to build a positive school community. 9. On-Going Support (second and third year). Program providers will give support services to educational leaders who have completed the practitioner leader program and are serving as school leaders during their second and third years in the program. 10. Professional License. Upon completion of all requirements of the program, the candidate will receive an educational leader level 1 license. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S. 17:391.1-391.10, and R.S. 17:411. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 33:818 (May 2007), amended LR 38:42 (January 2012), amended LR 38:765 (March 2012), LR 39:1461 (June 2013). Subchapter D. Testing Required for Licensure Areas §243. PRAXIS Exams and Scores A. A teacher applicant for certification must successfully complete the appropriate written or computer delivered tests1 identified prior to Louisiana teacher certification. 1. Pre-Professional Skills Tests2. Teacher applicants in all content areas must pass all three Praxis I pre-professional skills tests. Pre-Professional Skills Test Paper AdministrationsŽ Test # Score Effective Date PPST:R„Pre-Professional Skills Test: Reading 0710 176 Effective 7/1/10 PPST:W„Pre-Professional Skills Test: Writing 0720 175 PST:M„Pre-Professional Skills Test: Mathematics 0730 175 EDUCATION Louisiana Administrative Code June 2013 20 Pre-Professional Skills Test Computer Based AdministrationsŽ Test # Score Effective Date PPST:R„Pre-Professional Skills Test: Reading 5710 176 Effective 7/1/10 PPST:W„Pre-Professional Skills Test: Writing 5720 175 PPST:M„Pre-Professional Skills Test: Mathematics 5730 175 1To differentiate the computer delivered tests, Educational Testing Service has placed the number 5Ž or 6Ž preceding the current test code. The Department will accept computer delivered passing test scores for licensure. 2Note: Effective September 1, 2006: An ACT composite score of 22 or a SAT combined verbal and math score of 1030 may be used in lieu of Praxis 1 PPST Exams by prospective teachers in Louisiana. 2. Principles of Learning and Teaching (PLT) Exams PLT Exam Test # Score Effective Date Principles of Learning and Teaching : Early Childhood 0621 or 5621 157 Effective 1/1/12 Principles of Learning and Teaching: K-6 0622 or 5622 160 Principles of Learning and Teaching: 5-9 0623 or 5623 160 Principles of Learning and Teaching: 7-12 0624 or 5624 157 B. Content and Pedagogy Requirements Certification Area Name of Praxis Test Content Exam Score Pedagogy: Principles of Learning & Teaching PLT K-6 (#0622 or 5622) PLT 5-9 (#0623 or 5623) PLT 7-12 (#0624 or 5624) Early Childhood PK-3 Elementary Content Knowledge (0014 or 5014) 150 PLT: Early Childhood 0621 or 5621 (Score 157) Grades 1-5 Elementary Content Knowledge (0014 or 5014) 150 160 --- --- Grades 4-8 Mathematics Middle School Mathematics (0069) 148 --- 160 --- Grades 4-8 Science Middle School Science (0439) 150 --- 160 --- Grades 4-8 Social Studies Middle School Social Studies (0089 or 5089) 149 --- 160 --- Grades 4-8 English/ Language Arts Middle School English/Language Arts (0049 or 5049) 160 --- 160 --- C. Certification Areas 1. Grades 6-12 Certification Grades 6-12 Certification Areas Score PLT 7-12 Agriculture Agriculture (0700) 510 --- --- 157 Biology Biology: Content Knowledge (0235 or 5235) 150 --- --- 157 Business Business Education: Content Knowledge (0101 or 5101) 154 --- --- 157 Chemistry Chemistry: Content Knowledge (0245 or 5245) 151 157 Chinese Chinese (Mandarin): World Language (5665) 164 PLT7-12 (Score 157) until 6/30/13; After 6/30/13 World Languages Pedagogy 0841 (Score 158) English English Language, Literature, and Composition: Content Knowledge (0041 or 5041) Pedagogy (0043) 160 130 --- --- 157 Family and Consumer Sciences Family and Consumer Sciences (0121 or 5121) 141 --- --- 157 French French: World Language (5174) 157 PLT7-12 (Score 157) until 6/30/13; After 6/30/13 World Grades 6-12 Certification Areas Score PLT 7-12 Languages Pedagogy 0841 (Score 158) General Science General Science: Content Knowledge (0435 or 5435) 156 --- --- 157 German German: World Language (5183) 157 PLT7-12 (Score 157) until 6/30/13; After 6/30/13 World Languages Pedagogy 0841 (Score 158) Mathematics Mathematics: Content Knowledge (0061 or 5061) 135 --- --- 157 Physics Physics: Content Knowledge (0265 or 5265) 141 157 Social Studies Social Studies: Content and Interpretation (0086 or 5086) 160 --- --- 157 Spanish Spanish: World Language (5195) 157 PLT7-12 (Score 157) until 6/30/13; After 6/30/13 World languages Pedagogy 0841 (Score 158) Speech Speech Communications (0221) 146 --- --- 157 Technology Education Technology Education (0051) 159 --- --- 157