SBE Meeting 06/2010 Attachment: TCP 1 Meeting 06/2010 Attachment: TCP 1 EXECUTIVE SUMMARY Title: Revision of Board Policy to Reflect Changes in the Provisional Licensing Requirements

SBE Meeting 06/2010 Attachment: TCP 1

EXECUTIVE SUMMARY

Title: Revision of Board Policy to Reflect Changes in the Provisional Licensing Requirements for Career and

Technical Education Teachers

Type of Executive Summary:

Consent Action Action on First Reading Discussion Information

Policy Implications:

Constitution

General Statute #

SBE Policy #TCP-A-001

SBE Policy Amendment

SBE Policy (New)

APA #

APA Amendment

APA (New)

Other

Presenter(s): Rebecca Payne (Director, Career and Technical Education)

Description:

Prospective Career and Technical Education teachers can be issued a license based on related post-secondary

education and industry work experience through the direct license process. Revisions to the eligibility requirements

for employment and revision to the licensure requirements for being issued a clear license are being proposed to

provide clarity, refinement of requirements to ensure teacher competence, and additional avenues for licensing

Trade and Industrial Education teachers.

Resources:

No additional resourses are needed.

Input Process:

The proposed revisions are based on input received during presentations to CTE Administrators and NCDPI

Licensure Training Road Shows in all eight of the State Board of Education Districts. Draft documents of the

proposed revisions were posted for input on the NCDPI LicSalWeb and distributed for input to all Career and

Technical Education administrators. The proposed revisions were also distributed to Career and Technical Education

Teacher Educators for input.

Stakeholders:

LEA Administrators, Career and Technical Education Teachers, Career and Technical Education Administrators,

Career and Technical Education Teachers Teacher Educators

Timeline For Action: This item is presented for Action during the June SBE meeting.

Recommendations:

It is recommended that the State Board of Education approve the proposed revision to the Career and Technical

Education Provisional licensure areas with a July 1, 2010 effective date.

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Audiovisual equipment requested for the presentation:

Data Projector/Video (Videotape/DVD and/or Computer Data, Internet, Presentations-PowerPoint preferred)

Specify:

Audio Requirements (computer or other, except for PA system which is provided)

Specify:

Document Camera (for transparencies or paper documents – white paper preferred)

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Motion By: ______________________________ Seconded By: ______________________________

Vote: Yes __________ No __________ Abstain __________

Approved __________ Disapproved __________ Postponed __________ Revised __________

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*Person responsible for SBE agenda materials and SBE policy updates: Tina Marcus (807-3818)

Attachment TCP 1

Revision of Board Policy to Reflect Changes in the

Provisional Licensing of Career and Technical Education Teachers

Summary of Major Changes

1. Reformatted the document to complement other licensure documents.

2. Updated examples of related Bachelors’ degrees.

3. Updated examples of related industry work experiences.

4. Eliminated the use of the eighty-hour induction program as a substitution for the

Instructional Methods course requirement.

5. Reduced the eighty-hour induction program for teaching licensure areas (other than Health

Occupations) to forty hours and eliminated the option to waive the requirement if an

instructional methods course is taken.

6. Maintained the eighty hours of induction for Health Occupations due to the lack of

available teacher education programs for Health Occupations.

7. Maintained the eighty hours of induction for Career and Technical Education Director’s

and Instructional Management Coordinators.

8. Revised elective course requirements for Agricultural Education to promote Student

Organization Management and Agricultural Education work-based learning.

9. Changed the Health Occupations-specific instructional methods course requirement to a

general instructional methods course due to the lack of available teacher education

programs for Health Occupations.

10. Changed the Health Occupations-specific Curriculum, Instructional Planning, and

Assessment course requirement to a general Curriculum, Instructional Planning, and

Assessment course due to the lack of available teacher education programs for Health

Occupations.

11. Added Pharmacy Technician Certification requirement to Health Occupations (720 and

721) for teachers who will teach the course.

12. Added a Project Lead the Way (PLTW) Biomedical Sciences endorsement allowing

Health Occupations, or Biology. Or Science teachers to teach Project Lead the Way

Biomedical Sciences.

13. Reformatted the Trade and Industrial Education Course Requirements sections to clarify

courses that can be completed at either a university/four-year college or community

college.

14. Reformatted the Trade and Industrial Education sections to include a matrix that lists

related postsecondary degrees, industry-related work experience and required credentials.

15. Revised the Core Academic Competence Exam requirement for Trade and Industrial

Education License based on industry-related work experience and a high school diploma

to include specific test score requirements.

16. Removed the Core Academic Testing Requirement for T&I teachers who have a Bachelor

or Associate Degree.

17. Added a table to the Trade and Industrial Education section that lists the requirements for

adding specific Trade and Industrial Education licensure areas to existing licenses.

18. Added a footnote clarifying the restricted classification of the CTE Provisional Route

License.

19. Renamed the VoCATS license area to Instructional Management Coordinator.

Revision of Board Policy to Reflect Changes in the Provisional Licensing Requirements for Career and Technical

Education Teachers

Note: Teachers licensed through the CTE Provisional Route are issued a restricted license and are limited to employment in the specific area of license and are not eligible to add licensure areas based on Praxis II or 24 semester hours of course work unless otherwise permitted by policy. Previously granted non-teaching work experience may not be transferable to other licensure areas for which the experience is not relevant. TCP-A-006-6.20

1

Area Requirements Agricultural Education

700

Eligibility Requirements Degree Bachelor’s Degree in Related Field Area Examples: Agricultural Business Management, Agricultural Development, Agricultural Engineering, Agricultural Studies, Agronomy (Crops/Soils), Animal Science, Equine Science, Veterinary Science, Forestry, General Agriculture, Horticulture, Natural Resource Management, Poultry Science, Range Management Work Experience Two years industry-related work experience within past five years Examples: animal health specialists, veterinarian, conservation scientists,

environmental science and protection technicians, extension agent, farm and ranch manager, foresters, horticulturist, integrated agriculture production specialist, landscaping and grounds keeping workers, nursery technician, wildlife enforcement officer, zoologists and wildlife biologists

Credential None Clearing specific requirements: Coursework (18 semester hours ---with a minimum of 6 semester hours per school year) The following are required courses; 15 semester hours are required from the following courses: Curriculum, Instructional Planning, and Assessments in Agricultural

Education Instructional Methods in Agricultural Education (this requirement can be

met by the 80 hour induction program) Reading in the Content Area Methods Meeting Special Learning Needs; Exceptionalities; Diversity Classroom Management OR Learning Theory; Learning Styles;

Motivation; How Adolescents Learn AND The following are electives courses; 3 semester hours are required from the following elective courses: Career and Technical Student Organization Management Educational/Instructional Technology Supervised Agricultural Experience Credential Praxis II is not required Induction The 4080-hHour Agricultural Education New Teacher Induction Program sponsoredapproved by the Agricultural Education State Staff, North Carolina


Education Teachers


2

State University (not required if instructional methods has been completed)

Area Requirements

Business and Information Technology Education

760

Eligibility Requirements: Degree Bachelor’s Degree in Related FieldArea Examples: Accounting, Administrative Systems, Business Administration, Entrepreneurship, Computer Science, Finance, Information Technologies, Management/MIS (Management Information Systems), Marketing Work Experience Two years industry-related work experience within past five years Examples: accountant / CPA, business analyst, business manager,

operations analyst, marketing manager, systems analyst, database administrator, management analyst, computer programmer / analyst, chief information officer, chief financial officer, loan officer, e-commerce manager, stock broker, investment advisor, financial analyst

Credential/Training Industry Certification/Credential: Training in the certification (i.e., IC3 or MOS, or MCAS) is required before employment to teach courses. as follows: The Credential Certificate/Documentation must be submitted to NCDPI Licensure. IT Course Credential/Training

All Courses Praxis II Specialty Area (Test # 100,) and one of the following:

All Courses IC³, OR MOS, OR MCAS Computer Programming I & II 6 SH - VB.Net Coursework Database Programming I Oracle 1Z0-007 SQL Database Programming II Oracle 1Z0-147 PL/SQL e-Commerce I & II CIW, WOW OR eBiz+

Clearing specific requirements: Coursework (18 semester hours ---with a minimum of 6 semester hours per school year are required) The following are required courses; 15 semester hours are required from the following courses: Curriculum, Instructional Planning, and Assessments in Business and

Information Technology Education


Education Teachers


3

Business and Information

Technology Education

760

Continued

Instructional Methods in Business and Information Technology Education (this requirement can be met by the 80 hour induction program)

Reading in the Content Area Methods Meeting Special Learning Needs; Exceptionalities; Diversity Classroom Management OR Learning Theory; Learning Styles;

Motivation; How Adolescents Learn AND

CONTINUED ON NEXT PAGE

The following are elective courses; 3 semester hours are required from the following elective courses: Advanced computer courses such as HTML, Business Computer Programming, Database Programming Business Information Systems Digital Communications Systems Personal Finance Business Law Finance Accounting


Induction The 4080-hHour Business and Information Technology Education New Teacher Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education is required. State Department of Public Instruction is required. (not required if instructional methods has been completed) Credential Industry Certification/Credentials: For the following courses, the listed exams are required: Course Credential

All Courses Praxis II Specialty Area (Test # 100)All Courses IC³ OR MOS


Education Teachers


4

Computer Programming I & II 6 SH - VB.Net Coursework Database Programming I Oracle 1Z0-007 SQL Database Programming II Oracle 1Z0-147 PL/SQL e-Commerce I & II CIW, WOW OR eBiz+

Area Requirements Business and Information


Network Administration

762

Eligibility Requirements: Degree Associate’s Degree in:

IT Related Majors Computer Science Information Technologies Network Administration


Education Teachers


5

(May only teach

Networking I and Network Administration)

Business and Information Technology Education

Network Administration

Work Experience Four years industry-related work experience within past eight years. For pay purposes, two years work experience is held in escrow and

released if a four year degree related to area of license is completed. Examples: database administrator, information systems administrator,

network administrator, network architect, network designer, network engineer, network manager

Industry Credential/Training Industry Certification/Credential: Training in the certification is required before employment to teach courses. as follows: The Credential Certification/Documentation must be submitted to NCDPI Licensure. IT Course Credential/Training

All Courses IC³, OR MOS, OR MCAS Networking I Net+ or CCNA Network Administration II—MS MCP for MS Operating Sys Network Administration II—Novell CNA Network Administration II—Linux Linux RHCT

Clearing Specific Requirements: Coursework (18 semester hours ---with a minimum of 6 semester hours per school year) The following are required courses; 15 semester hours are required from the following courses: Curriculum, Instructional Planning, and Assessments in Business and

Information Technology Education Instructional Methods in Business and Information Technology

Education (this requirement can be met by the 80 hour induction program)


Motivation; How Adolescents Learn AND

CONTINUED ON THE NEXT PAGE


Education Teachers


6

762 Continued

The following are elective courses; 3 semester hours are required from the following elective courses: Advanced computer courses such as HTML, Business Computer

Programming, Database Programming Business Information Systems Digital Communications Systems Personal Finance Induction The 40-80 hHour Business and Information Technology Education New Teacher Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education State Department of Public Instruction is required. (not required if instructional methods has been completed) Credential Industry Certification/Credentials: For the following courses, the listed exams are required: Course Credential

Networking I NET+ OR CCNA Network Administration II—MS MCP for MS Operating Sys Network Administration II—Novell CNA Network Administration II—Linux Linux RHCT


Education Teachers


7

Area Requirements

Career Development Coordinator

747

Eligibility Requirements: Degree Bachelor’s Degree and current license in any Career and Technical Education Program Area

OR Master’s degree in School Counseling or Career Counseling and a clear teaching license as a school counselor. Work Experience One year of industry-related career development work experience in

related to business, industry, or labor within the past five years OR

One year as a coordinator of work-based learning in a Career and Technical Education program area. . Examples of work-based learning: job shadowing, internships, cooperative education, and apprenticeships.

OR One year work experience in school counseling Clearing specific requirements: Coursework (6 hours) Option 1 Completion of the Career Development Facilitator (CDF) course available through the NC Workforce Development Training Center (in cooperation with NC DPI and NC Workforce Development Board). The CDF course will satisfy the 6 hour coursework requirement.

OR Option 2 For those who hold a CTE license: Coursework:


Education Teachers


8

6 semester hours (to be completed in one school year) are required from the following courses: Counseling theory, 3 semester hours (required) Plus:

PLUS Three additional hours from among: 3 semester hours are required from the following elective courses: Career development and counseling Career and life planning Career development and occupational information

OR Option 3 For those who hold a school counseling license: Coursework (6 hours) 6 semester hours (to be completed in one school year) are required from the following courses: Program planning and organization in Career and Technical Education Work-based learning organization

OR Completion of the Career Development Facilitator course available through the NC Workforce Development Training Center (in cooperation with NC DPI and NC SOICC) to satisfy all course requirements.

Area Requirements

Career and Technical Education Director

711

Eligibility Requirements: Degree Master’s Degree and a current license in a Career and Technical Education program area are required. Work Experience Five years of teaching, CTE Support Services, supervisory, or

administrative experience within the preceding eight years. of which a A minimum of two years must have been be in Career and Technical Education programs

Examples of supervisory and administrative experience: program area director (secondary, elementary, curriculum, EC, AIG, testing/accountability, ESL, student services, human resources, technology, assistant / associate superintendent, superintendent, assistant principal, or principal.

Clearing Specific Requirements: Coursework ( (9 semester hours --- with a minimum of 6 semester hours per school


Education Teachers


9

year) isare required from ) Tthe following are elective courses): Career and Technical Education Program Planning and Organization Evaluation and Supervision in Career and Technical Education Philosophy and Administration of Career and Technical Education School Finance School Law Work-based Learning Induction The 80-hHour Career and Technical Education Director induction program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education is required. State Department of Public Instruction Credential Praxis II – Educational Leadership: Administration and Supervision (10410)

Area Requirements

Family and Consumer Sciences Education

General

710

(May teach all FACS courses)

Eligibility Requirements: Degree Bachelor’s Degree: General Family and Consumer Sciences Work Experience Two Years industry-related work experience within past five years Examples: interior designer, cafeteria manager, food service manager,

extension specialist, adult education, preschool/day care director, social worker, family counselor, financial planner, community service manager

Credential


Education Teachers


10

Required before teaching Transcript/Credential must be submitted to NCDPI Licensure ServSafe® Credential for Foods II – Advanced; Culinary Arts and

Hospitality I, II – Required before can teach students Food safety and sanitation credential or industry coursework required

(minimum 12 contact hours) required before teaching foods and culinary courses and courses with foods units.

Clearing specific requirements: General Family and Consumer Sciences Coursework (18 semester hours --- with a minimum of 6 semester hours per school year) The following are required courses; 15 semester hours are required from the following courses:. Curriculum, Instructional Planning, and Assessments in Family and

Consumer Sciences Education Instructional Methods in Family and Consumer Sciences Education (this

requirement can be met by the 80 hour induction program) Reading in the Content Area Methods Meeting Special Learning Needs; Exceptionalities; Diversity Classroom Management OR Learning Theory; Learning Styles;

Motivation; How Adolescents Learn, AND The following are elective courses; three hours are required. 3 semester hours are required from the following elective courses: Career and Technical Student Organization Management Educational/Instructional Technology Consumer Education and Financial Literacy Human Development Lifespan Management of Work-based Learning Credential Praxis II Specialty Area exam is required. Induction The 4080-hHour Family and Consumer Sciences Education New Teacher Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education is required., State Department of Public Instruction (not required if instructional methods has been completed)


Education Teachers


11

Area Requirements


Apparel Design

712

(May only teach Apparel

and FashionDesign FACS courses)

Eligibility Requirements: Degree A bachelor’s degree in a relevant area is required. Example: Fashion/Apparel Design, Textile Design, Fashion Merchandising Work Experience Two years industry-related work experience within the past five years Examples: tailor, seamstress, fashion designer, fashion buyer, fashion

retail manager, fashion production, costume designer, extension agent specializing in apparel

Clearing specific requirements: Apparel Design Coursework (18 semester hours --- with a minimum of 6 semester hours per school year) The following are required courses; 15 semester hours are required from the following courses:. Curriculum, Instructional Planning, and Assessments in Family and



Motivation; How Adolescents Learn, AND The following are elective courses; three hours are required. 3 semester hours are required from the following elective courses: Career and Technical Student Organization Management Educational/Instructional Technology Consumer Education and Financial Literacy Human Development Lifespan Management of Work-based Learning Credential Praxis II is not required for this license. Induction The 40-80 hHour Family and Consumer Sciences Education New Teacher Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education is required., State Department of Public Instruction (not required if instructional methods has been completed)


Education Teachers


12

Area Requirements


Child Development/

Family Studies

714

(May only teach Parenting and Child Development

and Early Childhood Education FACS courses)

Eligibility Requirements: Degree Bachelor’s degree in a related relevant area is required. Examples: Child Development and Family Relations, Family Studies, Child Psychology Work Experience Two years industry-related work experience within the past five years Examples: social services case worker, family therapy counselor,

preschool teacher, preschool/day care director, kindergarten teacher, extension agent specializing In child development and family studies

Clearing specific requirements: Child Development/Family Studies Coursework (18 semester hours --- with a minimum of 6 semester hours per school year) The following are required courses; 15 semester hours are required from the following courses:. Curriculum, Instructional Planning, and Assessments in Family and



Motivation; How Adolescents Learn, AND The following are elective courses; three 3 semester hours are required from the following elective courses:. Career and Technical Student Organization Management Educational/Instructional Technology Consumer Education and Financial Literacy Human Development Lifespan Management of Work-based Learning Credential Praxis II is not required for this license.


Education Teachers


13

Induction The 40-80 hHour Family and Consumer Sciences Education New Teacher Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education is required., State Department of Public Instruction (not required if instructional methods has been completed)

Area Requirements


Foods and Nutrition/

Culinary Arts

716

(May only teach Foods and Nutrition/Culinary Arts

FACS courses)

Eligibility Requirements: Degree Bachelor’s degree in a related relevant area or an associate’s degree in culinary arts Examples: Food Science, Culinary Arts, Dietetics, Food Service Management, Nutrition. Work Experience Two years industry-related work experience for four year degree within

the past five years. Four years of industry-related work experience within the past eight

years for the Culinary Arts Associate Degree. For pay purposes, two years work experience is held in escrow and

released if a four year degree related to area of license is completed. Examples of industry-related work experience: chef, restaurant manager,

food service manager, dietitian, nutritionist, extension agent specializing in foods and nutrition

Credential required before teaching Transcript/Credential must be submitted to NCDPI Licensure ServSafe® for Foods II – Advanced; Culinary Arts and Hospitality I, II Required before can teach students Food safety and sanitation credential or industry coursework required

(minimum 12 contact hours) required before teaching foods and culinary courses and courses with foods units.

Clearing specific requirements: Foods and Nutrition/Culinary Arts


Education Teachers


14


Foods and Nutrition/

Culinary Arts

716

Continued

Coursework (18 semester hours --- with a minimum of 6 semester hours per school year) The following are required courses; 15 semester hours are required from the following courses:. Curriculum, Instructional Planning, and Assessments in Family and



Motivation; How Adolescents Learn, AND The following are elective courses; three hours are required: 3 semester hours are required from the following elective courses: Career and Technical Student Organization Management Educational/Instructional Technology Consumer Education and Financial Literacy Human Development Lifespan Management of Work-based Learning


Credential Praxis II is not required for this license. Induction The 4080-hHour Family and Consumer Sciences Education New Teacher Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education is required., State Department of Public Instruction (not required if instructional methods has been completed)


Education Teachers


15

Area Requirements


Interior Design/Housing

718

(May only teach Interior Design/Housing FACS

courses)

Eligibility Requirements: Degree Bachelor’s degree in a related relevant area is required Examples: Interior Design, Interior Decorating, Textile Design, Architectural Design, Furniture Design. Work Experience Two years industry-related work experience for four year degree within

the past five years Examples: interior design, textile design, architectural design, furniture

design interior design sales and marketing, extension agent specializing in interior design and housing

� Clearing specific requirements: Interior Design/Housing


Education Teachers


16

Coursework (18 semester hours ---with a minimum of 6 semester hours per school year) The following are required courses; 15 semester hours are required from the following courses: Curriculum, Instructional Planning, and Assessments in Family and



Motivation; How Adolescents Learn, AND 3 semester hours are required from the following elective courses: The following are elective courses; three hours are required: Career and Technical Student Organization Management Educational/Instructional Technology Consumer Education and Financial Literacy Human Development Lifespan Management of Work-based Learning Credential Praxis II is not required for this license. Induction The 40-80 hHour Family and Consumer Sciences Education New Teacher Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education is required., State Department of Public Instruction (not required if instructional methods has been completed)

Area Requirements

Health Occupations Education

Eligibility Requirements: Degree Bachelor’s degree in Nursing OR Associate’s degree in Nursing OR non-


Education Teachers


17

Registered Nurse

720

(May teach all Health

Occupations Education courses and Nursing Assistant I/Feeding

Assistant)


degreed. Registered Nurse (diploma graduate) from a state or nationally accredited institution Work Experience BS Nursing--two years within past five years; AD Nursing--four years within past eight years; Diploma Nursing – five years within past eight years. Two years work experience for AD Nurse and three years for Diploma

Nurse is held in escrow and released for pay purposes if a four year nursing degree is completed.

Note: Post-secondary teaching experience is considered relevant is clinical observation of students is a job function.

Credential An active North Carolina license as a registered nurse; license must be clear of restrictions. For the following course, certification is required before teaching the course:

Course Credential 7273 Pharmacy Technician PTCB Pharmacy Technician

Certification

Credential Certification/Documentation must be submitted to NCDPI Licensure. Clearing specific requirements: Registered Nurse Coursework (18 semester hours ---hours with a minimum of 6 semester hours per school year) The following are required courses; 15 semester hours are required from the following courses: Curriculum, Instructional Planning, and Assessment in Health

Occupations Education Instructional Methods in Health Occupations Education (this


Motivation; How Adolescents Learn, AND 3 semester hours are required from the following elective courses: The following are elective courses; three hours are required: Career and Technical Student Organizational Management Educational/Instructional Technology Health Careers/Health Industry Survey Biotechnology



Education Teachers


18

Registered Nurse

720

Continued

Credential Praxis II is not required Induction The An 80-hHour Health Occupations New Teacher Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education is required., NC DPI is required [not required if instructional methods has been completed]


Education Teachers


19

Area Requirements


Non-RN, Allied Health/Medical

Professional

721

(May teach all Health Occupations courses

unless RN is required by affiliating agency)

Eligibility Requirements: Degree Bachelor’s degree or Associate’s degree in non-RN, allied health or

medical field from a state or nationally accredited institution is required. An active North Carolina license, registration, or certification which must

be clear of restrictions in same field as educational degree. Examples: Physical Therapy, Radiology, Medical Doctor (MD), Dental

Hygiene, Physician Assistant Work Experience Two years related work experience within past five years for four year

degree; Four years related work experience within past eight years for associate

degree. For pay purposes, two years will be held in escrow and released if four

year degree is completed Examples of industry-related work experience: physical therapist,

radiological technologist, respiratory care/cardiopulmonary technologist, clinical laboratory technologist, dietetics/nutrition technologist, histological technologist, nuclear medicine technologist, phlebotomist, physician assistant, radiation therapy technologist, dental hygienist, physician

Credential An active North Carolina license in an Allied Health/Medical Professional. See NC- AHEC Health Careers Manuel for examples of two to four year credentials. For the following course, certification is required before teaching the course:

Course Credential 7273 Pharmacy Technician PTCB Pharmacy Technician

Certification

Credential Certificate/Documentation must be submitted to NCDPI Licensure.



Education Teachers


20


Non-RN, Allied Health/Medical

Professional

721 Continued

Clearing specific requirements: Non-RN, Allied Health/Medical Professional Coursework (18 semester hours --- with a minimum of 6 semester hours per school year) The following are required courses; 15 semester hours are required from the following courses: Curriculum, Instructional Planning, and Assessment in Health Occupations

Education Instructional Methods in Health Occupations Education (this requirement

can be met by the 80 hour induction program) Reading in the Content Area Methods Meeting Special Learning Needs; Exceptionalities; Diversity Classroom Management OR Learning Theory; Learning Styles;

Motivation; How Adolescents Learn, AND

CONTINUED ON THE NEXT PAGE 3 semester hours are required from the following elective courses: The following are elective courses; three hours are required: Career and Technical Student Organization Management Educational/Instructional Technology Health Careers/Health Industry Survey Biotechnology Credential Praxis II is not required Induction The 80-hHour Health Occupations New Teacher Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education is required., State Department of Public Instruction is required [not required if instructional methods has been completed]


Education Teachers


21

Examples of Non-RN Allied Health Professional as an Applicant* *This information was obtained using North Carolina Health Careers, a North Carolina AHEC Publication. To obtain a copy or access this information online, go to www.nchealthcareers.com.

Profession College Degree Healthcare

licensure Work Experience Examples

Health Educator Baccalaureate degree in Health Education

CHES (certified health education specialist)

Other work history may include public health departments, voluntary agencies and schools

Athletic Trainer Bachelor’s degree in Sports Medicine

Certified Athletic Trainer (from the National Athletic Trainers’ Association Board of Certification)

Many ATC’s hold a master’s degree or higher; work experience may also include postsecondary schools, professional sports, sports medicine/orthopedic clinics, health clubs, etc.

Physical Therapist Master’s degree in Physical therapy

Graduates of programs accredited by the American Physical Therapy Association must complete licensing exam by the Federation of State Boards of Physical Therapy

Other work experience may include rehab centers, nursing homes, schools and private practice


Education Teachers


22

Respiratory Care Practitioner

Associate degree in respiratory therapy

At minimum, CRT (certified respiratory therapist) by the National Board for Respiratory Care (NBRC)

Graduates of respiratory therapy programs may also be eligible to take the advanced practitioner exam given by the NBRC. This is the Registered Respiratory Therapist (RRT). This certification allows hospitals to place these persons in the more critical patient care areas.

Medical Doctor Doctor of Medicine

State Board License Medical Doctor

Emergency Medical Technician/ Paramedic

Associate Degree Programs Emergency Medical Science (2 years)

State Certification Emergency Medical Technician/Paramedic

Area Requirements


Biotechnology Professional

722

(May only teach courses in

Health Sciences Biotechnology)

Eligibility Requirements: Degree Bachelor’s degree in biology or in one of the following biology-related degrees: biochemistry, genetics, immunology, microbiology, molecular biology, toxicology, structural biology, cellular biology OR Bachelor’s degree in marine biology, chemistry, pathology, pharmacology, etc. AND aA minimum of six semester hours in the following courses: microbiology, genetics, immunology, biochemistry, molecular biology, cell biology Work Experience Two years industry-related work experience within past five years Examples: animal services technician, biomedical equipment technician, laboratory assistant, quality assurance technician, clinical trials research associate, crime scene investigator, genetic counselor, microbiologist, science teacher


Education Teachers


23

Clearing specific requirements: Biotechnology Professional Coursework (18 semester hours - with a minimum of 6 semester hours per school year) The following are required courses; 15 semester hours are required from the following courses: Curriculum, Instructional Planning, and Assessment in Health

Occupations Education Instructional Methods in Health Occupations Education (this


Motivation; How Adolescents Learn, AND 3 semester hours are required from the following elective courses: The following are elective courses; three hours are required: Career and Technical Student Organization Management Health Careers/Health Industry Survey Educational/Instructional Technology Credential Praxis II is not required Induction The 80-hHour Health Occupations New Teacher Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education is required., State Department of Public Instruction is required [not required if instructional methods has been completed]

Health Occupations Endorsement Areas

Requirements

Project Lead the Way (PLTW) Biomedical

Sciences Endorsement

(Number TBD)

Must be currently licensed in


Eligibility Requirements: A clear teaching license is required in Health Occupations Education (720,721, or 722), or Science (300), or Biology (310). This area can only be issued as a clear licensure area. PLTW COURSEWORK IN THE SPECIFIC COURSE TO BE TAUGHT IS REQUIRED BEFORE THE LICENSE IS ISSUED and must be submitted to NCDPI Licensure: Project Lead the Way Training Completion of the Project Lead the Way Core Training is required prior to


Education Teachers


24

(720,721, or 722) teaching the courses.

Area Requirements

Marketing Education

730

Eligibility Requirement: Degree Bachelor’s Degree in a related field area Examples: Accounting, Administrative Systems, Business Administration, Computer Science, Entrepreneurship, Finance, Information Technologies, Management, Management Information Systems, Marketing, Personal Finance Work Experience Two years industry-related work experience within the past five years Examples: marketing manager, sales manager, retail manager, real estate


Education Teachers


25

agent or buyer, travel, tourism & recreation manager, corporate or personal financial manager, loan officer, marketing research analyst, distribution and logistics specialist

Clearing specific requirements: Coursework (18 semester hours --- with a minimum of 6 semester hours per school year) The following are required courses; 15 semester hours are required from the following courses: Curriculum Instructional Planning and Assessments in Marketing

Education Instructional Methods in Marketing Education (this requirement can be

met by the 80 hour induction program) Reading in the Content Area Methods Meeting Special Learning Needs; Exceptionalities; Diversity Classroom Management OR Learning Theory; Learning Styles;

Motivation; How Adolescents Learn 3 semester hours are required from the following elective courses: The following are elective courses; three hours are required: Advanced Computer Concepts and Applications Business OR Marketing Information Systems Digital Communications Systems Distribution and Logistics Hospitality and Tourism Merchandising Personal Finance Credential Praxis II Specialty Area exam is required Induction The 40-80 hHour Marketing Education New Teacher Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education is required., State Department of Public Instruction [not required if instructional methods has been completed]


Education Teachers


26

Area Requirements

Special Populations

Based on CTE license (Includes 747 and 711)

770

Eligibility Requirements: Degree Bachelor’s degree and current License in Career and Technical Education Program Area Work Experience One year related work experience Examples: career and technical education program area teacher, administrator of special education, special education teacher, after-school program director, curriculum director or specialist, career development coordinator, guidance counselor, reading specialist, school administrator, speech and language pathologist, student/personnel administrator, ESL instructor (teaching English as a second language), child care administrator, child support agency/social worker, professional tutor Clearing specific requirements: Coursework (12 semester hours --- with a minimum of 6 semester hours per school year) is are required from the following courses): Instructional Methods/Teaching Strategies of Special Needs Students or

Diversity or Psychology Classroom Assessment and Evaluation or Exceptionalities Principles of Career Counseling and Development Theories and Techniques of Counseling Note: Six hours of the required 12 hours may be obtained from the Completion of the Career Development Facilitator course available through the NC Workforce Development Training Center (in cooperation with NCDPI and NC Workforce Development Board).SOICC)


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Area Requirements

Special Populations

Based on EC license

770

Eligibility Requirements: Degree Current license in Exceptional Children’s Education Work Experience One year related work experience Examples: career and technical education program area teacher, administrator of special education, special education teacher, after-school program director, curriculum director or specialist, career development coordinator, guidance counselor, reading specialist, school administrator, speech and language pathologist, student/personnel administrator, ESL instructor (teaching English as a second language), child care administrator, child support agency/social worker, professional tutor Clearing specific requirements: Coursework (12 semester hours ---with a minimum of 6 semester hours per school year) is are required from the following courses): Cultural Diversity Counseling Principles of Career Counseling and Development Theories and Techniques of Counseling Group Counseling Note: Six of the required 12 hours may be obtained from the completion of the Career Development Facilitator course available through the NC Workforce Development Training Center (in cooperation with NCDPI and NC Workforce Development BoardSOICC).


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Area Requirements

Special Populations

Based on master’s degree in school counseling

770

Eligibility Requirements: Degree Master’s Degree in School Counseling Work Experience One year related work experience Examples: career and technical education program area teacher, administrator of special education, special education teacher, after-school program director, curriculum director or specialist, career development coordinator, guidance counselor, reading specialist, school administrator, speech and language pathologist, student/personnel administrator, ESL instructor (teaching English as a second language), child care administrator, child support agency/social worker, professional tutor Clearing specific requirements: Coursework (12 semester hours ---with a minimum of 6 semester hours per school year) is are required from the following courses)): Instructional Methods/Teaching Strategies of Special Needs Students Exceptionalities Reading in the Content Area Methods Classroom Management or Behavioral Management Note: Six of the required 12 hours may be obtained from the completion of the Career Development Facilitator course available through the NC Workforce Development Training Center (in cooperation with NCDPI and NC Workforce Development BoardSOICC):


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Area Requirements Technology Education

820

Eligibility Requirements: Degree Bachelor’s Degree in Related Field Examples: Architecture, Communications, Construction, Industrial Design, Engineering, Industrial Technology, Manufacturing, Transportation, Mathematics, Science, Industrial Arts, Trade and Industrial Education (“A” level License) Work Experience Two years industry-related work experience within the past five years Examples: engineer, construction manager, graphics designer, industrial

designer, electronics technician, computer technician, network technician, manufacturing technician, construction related technician, project developer

Clearing specific requirements: Coursework (18 semester hours ---with a minimum of 6 semester hours per school year) is required from the following courses): The following courses are required courses; 18 semester hours are required from the following courses: Curriculum, Instructional Planning, and Assessment in Technology

Education


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Instructional Methods in Technology Education (this requirement can be met by the 80 hour induction program)


Motivation; How Adolescents Learn Lab Management and Safety Course Requirements Additional coursework is required for teaching Principles of Technology, Scientific and Technical Visualization, and Project Lead the Way. Credential Praxis II Specialty Area exam is required Induction The 40 An 80-hHour Technology Education New Teacher Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education , State Department of Public Instruction is required. [not required if instructional methods has been completed]

Technology Education Endorsement Areas

Requirements


Principles of Technology

Endorsement

18825 May only teach Principles

of Technology courses

Eligibility Requirements: Teaching License A clear or provisional teaching license is required in technology education OR a clear license in, mathematics, science, or trade and industrial education (A License) and completion of the NCDPI approved Principles of Technology Workshop is required prior to teaching the courses (documentation must be submitted to NCDPI Licensure).(“A” level license) NCDPI Sponsored Principles of Technology WorkshopsClearing specific requirements: 80 hour Principles of Technology Workshop for Level I 40 hour Advanced Principles of Technology Workshop for Level II


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Scientific and Technical Visualization Endorsement

18827

May only teach Scientific

and Technical Visualization courses

Eligibility Requirements: Teaching License A clear or provisional teaching license is required in technology education OR a clear license in , mathematics, science, or trade and industrial education (A License) and completion of the NCDPI approved SciVis Workshop is required prior to teaching the courses (documentation must be submitted to NCDPI Licensure). (“A” level license) Clearing specific requirements:NCDPI Sponsored SciVis Workshops: 40 hour SciVis Workshop for Level I 40 hour Advanced SciVis Workshop for Level II


Project Lead the Way (PLTW) Endorsement

18829

Must have a license in Technology Education

Eligibility Requirements: Must have a license in A clear or provisional clear teaching license is required in tTechnology eEducation OR a clear license in , mathematics, science, or trade and industrial education (A License) and completion of the Project Lead the Way Core Training is required prior to teaching the following courses (documentation must be submitted to NCDPI Licensure): . This area can only be issued as a clear licensure area. PLTW COURSEWORK IN THE SPECIFIC COURSE TO BE TAUGHT IS REQUIRED BEFORE THE LICENSE IS ISSUED and must be submitted to NCDPI Licensure: Aerospace Engineering Biotechnical Engineering Civil Engineering and Architecture Computer Integrated Manufacturing Digital Electronics Engineering Design and Development Gateway to Technology Introduction to Engineering Design Principles of Engineering Other Certified Project Lead the Way (PLTW) courses Project Lead the Way Training Completion of the Project Lead the Way Core Training is required prior to teaching the courses.


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Area Requirements

Trade and Industrial Education

Based on a bachelor’s

degree

740

Eligibility Requirements:

Degree

Bachelor’s Degree in field area of license Work Experience

Two years industry-related work experience within the past five years For examples of work experience, refer to the Trade and Industrial

Education Licensure Related Degree, Industry-Related Work Experience, and Required Credential Matrix for examples for specific Trade and Industrial Licensure areas.

Credentials

For required credentials, refer to the Trade and Industrial Education Licensure Related Degree, Industry-Related Work Experience, and Required Credential Matrix for credentials that are required for licensure or to teach specific courses. Credential Certificate/Documentation must be submitted to NCDPI For the following license, the listed credential is required prior to employment:

License Credential

74015 ASE Brakes & Electrical/Electronics 74030 Cosmetic Arts Board Instructor License For the following courses, training in the certification area is required prior to employment: License Course Credential

74097 Networking I NET+ OR CCNA 74097 Networking II, III CCNA 74096 CET I, II A+ Clearing specific requirements:

Coursework (21 semester hours --- at least with a minimum of 6 semester hours per school year) is required from the following courses): Note: Coursework can be completed at either a four-year college/university or community college.

University/Four-Year College Course Title/Content

ORCommunity College Course Title/Content

Curriculum, Instructional Planning and Assessments in Trade and Industrial Education

OR Introduction to Trade and Industrial Education

Instructional Methods in Trade and Industrial Education OR

Instructional Methods


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Based on a bachelor’s

degree

740

Continued

Reading in the Content Area OR Reading and Writing Methods Teaching Diverse Learners Or Special Populations OR

Special Populations

Classroom Management of Learning Theory OR

General Psychology

Environmental Safety and Health OR Environmental Safety and Health Career and Technical Student Organization OR

Career and Technical Student Organization

Note: Courses in italics can be completed at a community college for this license area.

�Curriculum, Instructional Planning and Assessments in Trade and Industrial Education OR Introduction to Trade and Industrial Education

�Instructional Methods in Trade and Industrial Education OR Instructional Methods [this requirement can be met by the 80 hour induction program]

�Reading in the Content Area Methods OR Reading and Writing Methods

�Teaching Diverse Learners OR Special Populations OR Special Populations

�Classroom Management OR Learning Theory; Learning Styles; Motivation; How Adolescents Learn OR General Psychology

�Environmental Safety and Health OR Environmental Safety and Health

�Career and Technical Student Organization CONTINUED ON NEXT PAGE

Induction

The 40-80 hHour Trade and Industrialy Education New Teacher Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education, State Department of Public Instruction is required. [not required if instructional methods has been completed]


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Area Requirements Trade and Industrial

Education

Based on an associates degree

740

Eligibility Requirements:

Degree

Associate’s Degree in area field of licensure Work Experience

Four years industry-related work experience within the past eight years. Two years experience is held in escrow and released for pay purposes if

four year degree in field of licensure is completed. For examples of work experience, refer to the Trade and Industrial

Education Licensure Related Degree, Industry-Related Work Experience, and Required Credential Matrix for examples for specific Trade and Industrial Licensure areas.

Credentials

For required credentials, refer to the Trade and Industrial Education Licensure Related Degree, Industry-Related Work Experience, and Required Credential Matrix for credentials that are required for licensure or to teach specific courses. Credential Certificate/Documentation must be submitted to NCDPI

For the following license, the listed credential is required prior to employment: License Credential

74015 ASE Brakes & Electrical/Electronics 74030 Cosmetic Arts Board Instructor License For the following license and courses, training in the certification area is required prior to employment: License Course Credential

74097 Networking I NET+ OR CCNA 74097 Networking II, III CCNA 74096 CET I, II A+ Clearing specific requirements:

Coursework (21 semester hours --- at least with a minimum of 6 semester hours per school year) is required from the following courses): Note: Coursework can be completed at either a four-year college/university or community college.


ORCommunity College Course Title/Content

Curriculum, Instructional Planning and Assessments in Trade and Industrial Education





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Special Populations


General Psychology



Note: Courses in italics can be completed at a community college for this license area. Curriculum, Instructional Planning and Assessments in Trade and Industrial

Education OR Introduction To Trade And Industrial Education

Methods/Teaching Strategies in Trade and Industrial Education OR Instructional Methods [this requirement can be met by the 80 hour induction program]

Reading in the Content Area Methods OR Reading And Writing Methods

Meeting Special Learning Needs; Exceptionalities; Diversity OR Special Populations

Classroom Management OR Learning Theory; Learning Styles; Motivation; How Adolescents Learn OR General Psychology

Environmental Safety and Health OR Environmental Safety And Health

Career And Technical Student Organization


Induction

The 40-80 hHour Trade and Industrial Education Newy Teacher Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education, State Department of Public Instruction is required. [not required if instructional methods has been completed]


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36

Area Requirements


Based on a high school

diploma

740

Eligibility Requirements: Degree High School Diploma (a copy must be submitted to NCDPI Licensure) Eligibility Requirements: Work Experience Six years industry-related work experience within the past ten years is

required. Four years experience is held in escrow. Two years of the work experience being held in escrow will be released

for pay purposes when the individual completes the associate’s degree and the additional two years will be released if the individual completes the bachelor’s degree.

For examples of work experience, refer to the Trade and Industrial Education Licensure Related Degree, Industry-Related Work Experience, and Required Credential Matrix

Credentials For required credentials, refer to the Trade and Industrial Education Licensure Related Degree, Industry-Related Work Experience, and Required Credential Matrix for credentials that are required for licensure or to teach specific courses. Credential Certificate/Documentation must be submitted to NCDPI Licensure. For the following courses, the listed credential is required before employment: Course Credential

Auto Service Tech ASE Brakes & Electrical/Electronics Cosmetology Cosmetic Arts Board Instructor License

For the following courses training in the certification area is required before employment: Course Credential

Networking I NET+ OR CCNA Networking II, III CCNA CET I, II A+

Clearing specific requirements: Coursework (21 semester hours --- with a minimum of at least 6 semester hours per school year) is are required from the following courses): Note: Coursework can be completed at either a four-year college/university


Education Teachers


37

Based on a high school

diploma

740 Continued

or community college. Note: Courses in italics can be completed at a community college for this license area.


ORCommunity College

Course Title/Content Curriculum, Instructional Planning and Assessments in Trade and Industrial Education





Special Populations


General Psychology




Curriculum, Instructional Planning and Assessments in Trade and

Industrial Education OR Introduction To Trade And Industrial Education

Methods/Teaching Strategies in Trade and Industrial Education OR Instructional Methods [this requirement can be met by the 80 hour induction program]

Reading in the Content Area Methods OR Reading And Writing Methods Meeting Special Learning Needs; Exceptionalities; Diversity OR Special

Populations Classroom Management OR Learning Theory; Learning Styles;

Motivation; How Adolescents Learn OR General Psychology

CONTINUED ON NEXT PAGE Environmental Safety and Health OR Environmental Safety and Health Career and Technical Student Organization Induction The 40-80 hHour Trade and Industrialy Education 80 Hour New Teacher Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education, State Department of Public Instruction is required. [not required if instructional methods has been completed] Credential Industry Certification/Credential:


Education Teachers


38

For the following courses, the listed credentials are required: Course Credential

Networking I NET+ OR CCNA Networking II, III CCNA CET I, II A+

Core Academic Competence (prior to 2nd year of teaching) NOTE: Teachers who have a bachelors or associates degree are exempt from this requirement.

Praxis I Pre-Professional Skills Assessments (PPST) Tests Scores Reading 176 Mathematics 173 Writings 173

OR Asset (ACT) Scores Writing 4140 Numerical Skills 4140 Reading Skills 4140 Elementary Algebra 4140

OR Accuplacer: Scores are calculated by conversion to 40 aligned with ASSET

Tests Scores (Raw) Reading Comprehension 80 Sentence Skills 86 ArithmeticElementary Algebra 55 Elementary AlgebraCollege Level Mathematics

75

OR Work Keys: Scores are calculated by conversion to 40 aligned with ASSET

Tests Level Applied Math 4 Locating Information 4 Reading for Information 4 Writing or Business WritingTechnical Writing

3


Education Teachers


39

Trade and Industrial Education Licensure Related Degree, Industry-Related

Work Experience, and Required Credential Matrix T&I Licensure Area Examples of Related

Degrees Examples of Industry-

Related Work Experience Required Industry

Credential 74010 Collision Repair

Automotive Technology - Collision Repair and Insurance Management

Collision Repair and

Refinishing Technology Auto Collision

Technology Industrial Technology -

Auto Collision Repair Auto Body Repair Automotive or Mechanical

Engineering

Work in the collision repair Work in Auto painting and

refinishing Automotive glass repair and

installation Auto Insurance Estimators Auto Detailing Auto Metalworker Auto Welding Auto Electronics Air Condition repair Collision repair equipment and

paint sells

None

74015 Automotive Services

Automotive Systems Technology

Transportation Systems

Technology Logistics Automotive or Mechanical

Engineering

Automotive repair and service Automotive Parts and service Automotive Service equipment

sales and service

ASE Brakes and Electrical


Education Teachers


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Credential 74020 Cabinetmaking/ Furniture

Construction & Cabinetmaking Technology Building Construction/

Cabinetmaking Technology Cabinetmaking and

Millwork + Millwright Construction, Design &

Manufacturing | Cabinetmaking & Mill-Work

Cabinetmaking and Furniture manufacturing

Woodworking Construction with

demonstrated experience in cabinetmaking

74025 Carpentry

Carpentry Construction Management Building Construction

Construction industry with demonstrated experience in the carpentry field.

NCCER ICTP Credential

AND OSHA 10-Hour

Construction Safety

74030 Cosmetology Cosmetology Technology Work in the cosmetology field with direct work on clients.

Cosmetic Art Board Certified Instructor

74035 Electrical Trades

Electrician Construction Management

Construction industry with demonstrated experience in the electrical trades’ field.


AND OSHA 10-Hour Construction Safety

74040 Electronics

Electronics Engineering Technology

Electronics Engineering Digital Electronics

Electronics industry with demonstrated experience in troubleshooting and repairing electronics components.

Any industry with

demonstrated experience in troubleshooting and repairing electronics components.

Electronics Technicians Association (ETA – aCET)


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41





Credential 74045 Printing Graphics

Printing Graphics Communications –

Graphic Arts/Print Graphic Design Graphics and Printing

Printing industry with demonstrated experience in the design, layout, creation, production, and troubleshooting of printing graphic products.

74050 Electro-mechanical Maintenance

Electromechanical Maintenance Technology

Work as part of the production team in electrical and mechanical maintenance.

Demonstrated work in

mechanical theory, hydraulics, pneumatics, electrical, and electronic devices and controls.

74055 Masonry

Masonry Masonry Installer

Construction industry with demonstrated experience in the masonry field.


AND OSHA 10-Hour

Construction Safety 74060 Mechanical Systems (HVAC or Plumbing)

HVAC Mechanical Engineering Industrial Engineering Plumbing

Work in the Heating, Ventilation, and Air Condition field with demonstrated task that include installation, troubleshooting, and repair of HVAC systems.

Work in the Plumbing Industry

with demonstrated task that include installation, troubleshooting, and repair of plumbing systems.


AND OSHA 10-Hour

Construction Safety

74065 Metals Manufacturing

Metals Manufacturing Precision Machining

Machinist work Metals cutting Mechanical Engineering with

demonstrated performance of metals machining task.

Tool and Die


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42





Credential 74070 Drafting

Mechanical Engineering Drafting CAD Architectural Drafting Engineering Drafting

Construction industry with demonstrated experience in the drafting field.

Draftsman CAD designer Architect

74080 Welding

Welding Engineering Welding Technology

Construction industry with demonstrated experience in the welding field.

74085 Work Development (formerly Industrial Coop Ed)

BS degree in T&I area required

Work experience should be aligned with degreed area of T&I.

74095 Specialized (for new innovative programs)

Degree must be related to the specialty area being taught.

Work in industry associated with the specialty area with demonstrated experience associated with the defined specialty field.


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43





Credential 74096 Computer Engineering Technology

Computer Engineering Hardware designer Electronic Engineering Software Engineer Information Technology Network Engineering

Computer Repair Computer sales & service Electronic Engineering

technician Computer Engineering

technician Network Engineering Network Engineering

technician Information Technology

technician Information Technology

Service Desk Help Desk Technician

COMPTIA A+ - Required within 3 years.

If not CompTIA A+

Certified, completion of COMPTIA A+ coursework that covers both the hardware and the operating system objectives prior to teaching the course.

74097 Network Engineering Technology

Network Engineering Computer Engineering Hardware Designer Electronic Engineering Software Engineer Information Technology

Network Engineering Network Engineering

technician Computer Repair Computer sales & service Electronic Engineering

technician Computer Engineering

technician

CISCO CCENT – Required within 3 years.

If not CISCO CCENT

certified, Must have taken a course on Networking to cover both hardware and software prior to teaching the class.


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44





Credential 74098 Digital Media

Audio/recording Arts Audio Recording

Engineering Audio/Video Production Communications Computer Animation Digital Animation Digital Production Filmmaking/Editing Film/Video Game Art & Design Graphic Arts Graphic Communications Graphic Design Instructional Technology Media Arts Multimedia Photography Recording Arts Sound/Audio Engineering Television Broadcasting Visual Communications Web Design

Broadcasting Industry – Television or Radio

Printing Industry Film Industry Photography Industry Internet Production Industry to

include Web Design Instructional Technology –

Working with teacher/instructors to implement digital media project in the classroom or school system.

40 hr NCDPI Digital Media Endorsement course


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Credential 74099 Public Safety

Fire Science Law Enforcement EMS Management Paramedic to RN Environmental

Management Public Personnel

Management Leadership / Disaster

Preparedness and Crisis Management

Critical Incident Management

Executive Fire Service Leadership

Public Safety Administration

Homeland Security Justice of Homeland

Security Public Personnel

Management Leadership / in Disaster

Preparedness and Crisis Management

Paralegals and Legal Assistants

Criminal Psychologist Corrections and Jailers Forensic Police Officers

Introduction to Public Safety, any area of public safety is acceptable (fire, law, medical, emergency management).

Fire Fighting Technology I, II,

or III, experience as a fire personnel (Volunteer fire personnel are counted as full time fire personnel because they must meet the same requirements for continuing education and a must maintain a certain level of fire calls attended as does the paid fire personnel to continue as a volunteer for that particular fire station). Also, the teacher must be certified by the OSFM as a Fire Fighter II for a minimum of five years and must obtain their full “Qualified” Level Two Fire Instructor Credential through the OSFM.

Law Enforcement I, II, or III,

experience as a law enforcement office in any agency in the field of law enforcement.

To teach Fire Fighter Technology, the following Credentials are required: NC Fire Fighter II NC Fire Fighter II

Instructor


Education Teachers


46

Requirements for Adding Specific Trade and Industrial Education Areas to Existing License

74098 Licensure Requirements Digital Media Courses (7935 & 7936) Requirements which must be met prior to applying for the 74098 Digital Media License.

Already Licensed In Requirements 74045 Printing Graphics (Current Clear License)

Applicants must complete a 40 hour workshop on Digital Media endorsed by NCDPI. Non-Teaching work experience for the above areas is relevant and transferable

74095 Specialized (with a clear license and a digital media background)

Applicants must complete a 40 hour workshop on Digital Media endorsed by NCDPI. Non-Teaching work experience for the above areas is relevant and transferable

760 Business and Information Technology (Current Clear License)

Applicants must complete a 40 hour workshop on Digital Media endorsed by NCDPI and, 9 Semester hours of related coursework (prior to applying for licenses) i.e.

- Animation - Computer Digital Input Systems - E-Commerce - Graphic Communication - Multimedia Production - Photography - Web Design

Related Work Experience – Not Required 820 Technology Education (Current Clear License)

Applicants must complete a 40 hour workshop on Digital Media endorsed by NCDPI and, 9 Semester hours of related coursework (prior to applying for licenses) i.e.

- Animation - Computer Digital Input Systems - E-Commerce - Graphic Communication - Multimedia Production - Photography - Web Design

Related Work Experience – Not Required


Education Teachers


47


Already Licensed In

Area to be Added Requirements

820 Technology Education1*

* Please see Footnote

74070 – Drafting

Course requirements: 15 Semester hours of concentration in drafting (i.e. drafting, mechanical drawing, computer aided design, etc) Clearing course requirements: Three years with at least 6 semester hours per school year. Related Work Experience – Not Required



74040 – Electronics

Course requirements 15 Semester hours of concentration in electronics.(i.e. electronics technology, digital electronics, Analog Electronics, semiconductor theory and devices, DC/AC electricity) Clearing course requirements: Three years with at least 6 semester hours per school year. Related Work Experience – Not Required



74020 – Cabinetmaking / Furniture

Course requirements 15 Semester hours of concentration in furniture and/or cabinet making (i.e. wood technology, cabinet making, mechanical drafting, furniture design and construction) Clearing course requirements: Three years with at least 6 semester hours per school year. Related Work Experience – Not Required



74025 – Carpentry

Course requirements 15 Semester hours of concentration in carpentry or construction (i.e. architectural drafting, construction management, structural systems, construction estimating, planning and scheduling, framing) Clearing course requirements: Three years with at least 6 semester hours per school year. Related Work Experience – Not Required

1. Non-Teaching work experience is relevant and transferable.


Education Teachers


48


Already Licensed In

Area to be Added Requirements

74040 Electronics1*


74096 Computer Engineering Technology

COMPTIA A+ Certification: OR Completion of COMPTIA A+ coursework that covers both the hardware and the operating system objectives prior to teaching the course and obtain COMPTIA A+ certification by June 30th after third year of teaching to clear the provisional licensure. Note: There is not a prerequisite required prior to sitting for COMPTIA A+ certification test, but if the teacher does not have the certification, they are required to take a certification course to obtain a provisional license. Related Work Experience – Not Required

74040 Electronics

74097 Network Engineering Technology

NET+ OR Cisco CCENT OR Cisco CCNA. Certified prior to teaching the course, OR Must have taken a course on Networking to cover both hardware and software prior to teaching the class and obtain their certification prior to beginning the 3rd year of teaching Related Work Experience – Not Required

74096 Computer Engineering Technology1*

* Please see Footnote 820 Technology Education

760 Business and Information Technology

1. Non-Teaching work experience is relevant and transferable.


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49

Area Requirements VoCATS

Instructional Management Coordinator

830

Eligibility Requirements: Degree A Bachelor’s Degree and current license in any Career and Technical Program Area

OR A current license in Curriculum Instructional Specialist ORor Instructional Technology Specialist – Computers OR Telecommunications Work experience Five years work experience within the past eight years in one of the following: Classroom teacher in a Career and Technical Education program area

OR Professional support position in an educational setting : Career

Development Coordinator, Special Populations Coordinator, Curriculum Instructional Specialist, or Instructional Technology Specialist – Computers and/or Telecommunications

Clearing specific requirements: Induction �The 80-hHour VoCATS Instructional Management Coordinator Induction Program sponsoredapproved by the North Carolina Department of Public Instruction, Division of Career and Technical Education is required., State


Education Teachers


50

Department of Public Instruction. Choose at least five from the following list: �Using the online CTE instructional management system online course (20 hours) �New VoCATS Coordinator Training (15 hours) �VoCATS Instructional Management Conference (up to 15 hours) �VoCATS Pre-conference Sessions at CTE Summer Conference (up to 10 hours) �CTE Summer Conference program area sessions (in addition to VoCATS sessions) (up to 15 hours) �North Carolina Accountability Conference (up to 10 hours) �Regional VoCATS User Group meetings (up to 15 hours) �Time with mentor (up to 10 hours)


EXECUTIVE SUMMARY

Title: Proposed Standards for the Evaluation of Speech-Language Pathologists


Consent Action Action on First Reading Discussion Information


Constitution

General Statute #



SBE Policy (New)

APA #

APA Amendment

APA (New)

Other

Presenter(s): Tom Winton (Section Chief, Instructional Support & Related Services of the Exceptional Children

Division) and Dr. Lynne Johnson (Director, Educator Recruitment and Development)

Description:

The State Board of Education approved new standards for the evaluation of teachers in June 2007. New standards

for the evaluation of speech-language pathologists, aligned with the new teacher standards, have been developed and

are presented for discussion this month. When approved by the Board, the new standards will be the basis of new

evaluation instruments for speech pathologists which are aligned with the new instruments that have been developed

by McREL.

Resources: Speech-language pathologists will be included in the next stage of development and validation of new instruments.

Input Process:

Committees were convened to draft the new standards and were widely vetted including distribution through the

LEAs, Student Suppport Services Directors, the NCDPI student support services listserv, and university training

programs. Directors of Exceptional Children and practicing speech-language pathologists also reviewed this

document and provided feedback.

Stakeholders:

LEAs, district level supervisors, school administrators, speech-language pathologists, and university training

programs

Timeline For Action:

The proposed standards were presented for discussion last month and are being presented for action this month.

Upon SBE approval, work on the development and validation of a new instrument will begin.

Recommendations:

It is recommended that the proposed standards for the evaluation of speech-language pathologists be approved by

the State Board of Education. It is also recommended that the job descriptions be used as professional standards

support documents.

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------



Specify:


Specify:


-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------




-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

*Person responsible for SBE agenda materials and SBE policy updates: Linda Jones (807-3355)

1

NORTH CAROLINA PROFESSIONAL SPEECH-LANGUAGE

PATHOLOGY STANDARDS

Vision for School Speech-Language Pathologists

The demands of twenty-first century education dictate new roles for school Speech-Language

Pathologists. Speech-Language Pathologists create nurturing relationships with students that

enhance academic achievement and personal success as globally productive citizens in the

twenty-first century. Utilizing leadership, advocacy, and collaboration, school-based speech-

language pathologists provide prevention, assessment, and remediation services for students

who exhibit difficulties in the areas of language, speech, voice, and fluency. These services

are designed to help children meet their educational and personal goals.

In order to deliver a comprehensive school speech-language pathology program the

professional speech-language pathologist should understand and be competent in the

following areas:

• Human growth and development

• Speech and language milestones

• Collaboration with internal and external stakeholders

• Use of data and record keeping

• Legal and ethical guidelines

• Supervision of others as appropriate

• Consultation with parents, school and community personnel

• Implementation of intervention strategies for identified and non-identified students

• Promotion of effective interpersonal relations with students

• Provision of services through a variety of service delivery models in many

environments

• Coordination of speech-language services with services provided by other school

personnel

• Involving parents, teachers and others to meet the communication needs of students

• Making appropriate referrals to non-school agencies

• Understanding recommendations of audiological/medical professionals and related

service professionals

• Application of a workload model to their school setting

• Formal and informal assessment of communication and academic achievement

• Analysis and interpretation of information regarding need for speech-language

services

• Knowledge and understanding of the North Carolina Essential Standards

• Employment of evidence-based methods and techniques

• Engagement in continuing education

• Analysis of the impact of the speech-language program on student learning.

2

Intended Purpose of the Standards

The North Carolina Standards for Speech-Language Pathology have been developed as a

resource for speech-language pathologists to enhance their knowledge and skills. Therefore, it

is incumbent upon the speech-language pathologist to provide services as part of a

comprehensive multidisciplinary team with complementary knowledge, skills, and

experiences.

The speech-language pathology standards will

• guide professional development as speech-language pathologists move forward in the

twenty-first century;

• provide the focus for schools and districts as they support, monitor and evaluate their

speech-language pathologists; and

• assist higher education programs in developing the content and requirements of school

speech-language pathology education curricula.

Organization of the Standards

Standard: The Standard is the broad category of the Speech-Language Pathologist’s

knowledge and skills.

Summary: The summary provides explicit descriptions of the Standard’s content.

Practices: The practices define the various tasks undertaken to demonstrate the Standard. The

list of practices is not meant to be exhaustive.

Artifacts: The artifacts are the examples of standard practices the speech-pathologist might

include as evidence in meeting the Standards.

These Standards are intended for use by North Carolina schools and local education agencies

that employ speech-language pathologists. In developing these standards, the following

resources were consulted:

• North Carolina State Board of Education Mission and Goals

• North Carolina State Board of Education Policies QP-C-003 and QP-C-006

• North Carolina General Statutes 115C-333 and 115C-335

• North Carolina Speech-Language Pathologist job description

• The American Speech-Language-Hearing Association’s Guidelines for the Roles and

Responsibilities of the School Based Speech-Language Pathologist, and Self-

Reflection Professional Performance Review Instrument for the School-Based Speech-

Language Pathologist

• North Carolina Department of Public Instruction’s Standards for Graduate Training

Programs in Speech-Language Pathology

3

Included are the major functions of the speech-language pathologist employed in educational

environments in North Carolina. Each function is followed by related evidences. As each

work situation is different, it is not likely that all of the evidences will be demonstrated by all

speech-language pathologists.

STANDARD 1: SCHOOL SPEECH-LANGUAGE PATHOLOGISTS

DEMONSTRATE LEADERSHIP, ADVOCACY, COLLABORATION

AND ETHICAL PRACTICES

School Speech-Language Pathologists work cooperatively with school personnel to

accomplish the goals and objectives of the local education agency.

School Speech-Language Pathologists attend a variety of meetings with other faculty

members, parents and other exceptional children teachers on the school and district level to

positively impact student outcomes. In addition, they serve on committees at both the school

and district level. They provide direct specialized instruction through a variety of service

delivery models including classroom based inclusive practices and pull out as well as services

on behalf of students through consultation and collaboration with teachers and other

professionals.

• Attend meetings, such as faculty meetings, special education meetings and parent-teacher

conferences

• Serve on committees, such as curriculum development committee, school-based

committees, and/or speech-language program development meetings

• Conduct themselves in a professional manner in every aspect of their responsibilities

• Model clear speech including use of appropriate grammar, syntax and enunciation

School Speech-Language Pathologists provide appropriate information on an informal

or formal basis regarding speech, language and hearing programs.

School Speech-Language Pathologists present information to school personnel to inform them

of the Speech-Language Pathologist’s role in literacy, receptive and expressive

communication disorders, and speech disorders and these disorders’ impact on learning. They

provide information to parents and teachers on the topics of speech, language and hearing

development and provide these individuals with information on current procedures and

program guidelines. They speak to community organizations and allied professionals by

conducting workshops and providing information to the public when appropriate.

• Present information to school personnel about language disorders as they relate to literacy

and interactive communication skills

• Present information to school personnel about speech disorders (articulation, voice,

fluency) and their impact on communication and learning

• Provide information to parents and teachers about speech, language and hearing

development

4

• Provide information to school personnel, parents and non-school agencies about current

procedures and program guidelines

• Speak to community organizations and allied professionals, conducts workshops and

provides public information when appropriate

School Speech-Language Pathologists maintain records of the speech-language program

and prepare periodic reports as required.

School Speech-Language Pathologists collect and maintain data to inform program decisions

for students. They also submit required reports, maintain files, implement safeguards to

ensure confidentiality of student records and complete documentation for third party

reimbursement in an accurate and timely manner.

• Keep data for program planning and decision making for students

• Submit reports which meet local and state requirements

• Maintain current files for use by authorized school personnel

• Safeguard confidentiality of student records

• Complete records for third party reimbursement accurately and in a timely manner as

appropriate

School Speech-Language Pathologists adhere to established rules, regulations, laws and

appropriate ethical standards.

School Speech-Language Pathologists provide services holding the best interest of the student

paramount and guard against conflicts of interest. They are knowledgeable of local procedures

state and federal law and comply with established lines of authority within parameters of

professional standards.

• Provide services which hold the well-being of each student paramount

• Guard against conflicts of professional interest

• Demonstrate knowledge of federal, state and local rules, regulations and laws

• Comply with established lines of authority within the parameters of professional standards

School Speech-Language Pathologists supervise graduate interns, paraprofessionals,

volunteers and other professionals (as appropriate).

School Speech-Language Pathologists evaluate the effectiveness of personnel assigned to

them and maintain records on personnel they supervise. They cooperate with college/

university training programs and sponsor professionals during the Clinical Fellowship Year.

• Evaluate effectiveness of personnel assigned to the Speech-Language Pathologist

• Maintain records regarding personnel supervised

• Cooperate with college/university training programs

• Sponsor professionals during Clinical Fellowship Year

5


PROMOTE A RESPECTFUL ENVIRONMENT FOR A DIVERSE

POPULATION OF STUDENTS

Speech-Language Pathologists provide consultation to parents, teacher and other

appropriate school personnel.

Speech-Language Pathologists consult with parents and teachers relative to identified and

non-identified students. They also consult with other school and community professionals to

improve services to identified and non-identified students.

• Consult with parents and teachers relative to identified and non-identified students

• Consult with other personnel such as the principal, nurse, occupational therapist, physical

therapist, psychologist, director of exceptional children, social worker, home-school

coordinator, guidance counselor, other speech-language pathologists and special educators

Speech-Language Pathologists adjust intervention strategies based upon student

performance.

Speech-Language Pathologists use systematic procedures for review of student progress and

modify activities as appropriate.

• Use systematic procedures for review of student progress

• Change activities on basis of student progress

Speech-Language Pathologists promote effective interpersonal relations with students.

Speech-Language Pathologists use language appropriate for the listener. They maintain

confidentiality of information, respect cultural differences and encourage others to understand

and respect individuals with disabilities.

• Use language appropriate for the listener

• Maintain confidentiality of information received

• Promote respect for cultural differences

• Encourage others to understand and respect those with disabilities

6


UNDERSTAND AND FACILITATE THE IMPLEMENTATION OF A

COMPREHENSIVE APPROACH TO SPEECH-LANGUAGE

DEVELOPMENT

Speech-Language Pathologists collaborate/consult with classroom teachers in the

management of speech-language disorders.

Speech-Language Pathologists regularly consult and collaborate with teachers to manage

speech and language disorders as they are manifest in class room performance.

School Speech-Language Pathologists coordinate speech-language services with student

services provided by other school personnel.

School Speech-Language Pathologists collaborate with other school personnel including

teachers, psychologists and administrators to best meet the needs of all students. They

collaborate with other service delivery providers to implement individualized education

programs.

• Collaborate with school personnel, such as teachers and psychologists, to best meet the

needs of all students

• Meet with related school personnel to coordinate specific objectives for individualized

educational programs

Speech-Language Pathologists seek the assistance of teachers, parents and others to

meet the communication needs of students.

Speech-Language Pathologists provide written information to teachers, parents and others on

techniques to foster speech-language growth and talk to teachers informally concerning

progress of students.

• Give written information to teachers, parents and others on ways to foster speech-

language growth

• Talk with teachers formally and informally about individual student’s needs and progress

Speech-Language Pathologists consult/communicate with non-school agencies to

enhance services.

Speech-Language Pathologists request specific information on individuals enrolled in services

from a variety of outside agencies as appropriate with a signed release of information. They

gather general information about services offered in non-school agencies and coordinate

students’ therapeutic service with those in non-school agencies by phone, written

communication and/or formal meetings.

7

• Request specific information on individual student’s receiving services from non-school

agencies (e.g., clinics, hospitals, physicians, health departments, day care centers, etc.)

with signed release of information

• Gather general information about services offered by non-school agencies

• Coordinates students’ therapeutic service with those provided by non-school agencies by

telephone, written communication and/or formal meetings

Speech-Language Pathologists make recommendations and referrals for

audiological/medical and related services.

Speech-Language Pathologists determine the need for referrals and collaborate and consult

with audiologists regarding hearing services. They perform hearing screenings under the

direction of an audiologist in a timely manner and collaborate with other allied health

professionals regarding hearing issues as appropriate.

• Determine needs for referrals

• Collaborate and consult with audiologists regarding hearing services

• Perform hearing screenings in a timely manner using proper procedures and

instrumentation

• Collaborate appropriately with other allied health professionals (physicians, therapists,

etc.)

School Speech-Language Pathologists apply a systematic workload model to facilitate

and organize the speech-language program within the school and schedule interventions

using a variety of service delivery models.

• Apply a systematic workload model to facilitate the organization of the speech-language

program within the school

• Schedule interventions using a variety of service delivery models, including classroom

intervention, consultation/collaboration and pull-out as appropriate to meet student needs

in the least restrictive environment


PROMOTE LEARNING FOR ALL STUDENTS

School Speech-Language Pathologists conduct speech, language and hearing screening,

administer formal and informal assessments, and obtain additional diagnostic

information from appropriate persons and available records for speech-language

purposes.

School Speech-Language Pathologists serve on student intervention teams as appropriate and

work with other professionals to carry out screenings use appropriate instruments and

procedures. School Speech-Language Pathologists observe students in educational settings,

select and administer appropriate standard and non-standard instruments using acceptable

8

procedures. School Speech-Language Pathologists obtain pertinent case history and additional

forms of data from parents and professionals.

• Serve on student intervention team/IEP Team as appropriate

• Work with other professionals to carry out the screening process

• Use appropriate screening instruments

• Observe students in educational environments

• Select appropriate assessments based on individual student needs

• Administer tests according to acceptable procedures

• Obtain pertinent case history

• Obtain data from other professionals and parents

School Speech-Language Pathologists analyze and interpret information to make

recommendations regarding the need for speech-language services.

School Speech-Language Pathologists integrate data from a variety of assessment techniques

and sources to determine the extent that an impairment negatively impacts a student’s access

to the general curriculum. They prepare and explain data for presentation to IEP Teams and

prepare an evaluation summary.

• Integrate data from a variety of assessment techniques and sources

• Determine the effect of the student’s impairment in regard to accessing the general

curriculum

• Present and explain data to IEP Teams

• Prepare evaluation summaries

School Speech-Language Pathologists demonstrate knowledge and understanding of the

North Carolina Standard Course of Study, including the Extended Content Standards,

in management of communicative disorders.

School Speech-Language Pathologists have knowledge of the North Carolina Standard

Course of Study and how communication disorders affect students’ progress toward

acquisition of those goals. This includes the Extended Content Standards, which are designed

to provide general curriculum access for students with the most significant cognitive

disabilities.

• Demonstrate knowledge of the North Carolina Standard Course of Study

• Demonstrate knowledge of how communication disorders affect progress in the North

Carolina Standard Course of Study

• Demonstrate knowledge of the Extended Content Standards

School Speech-Language Pathologists plan and deliver evidence-based interventions

appropriate for individual students and groups of students.

School Speech-Language Pathologists carefully consider least restrictive environment in

planning service delivery models that meet the needs of students. They plan interventions that

9

are based on evidence gained through research. They modify therapeutic instruction from data

gathered during therapy and provide activities that are appropriate for the student’s age, grade

and cognitive level as well as interests and aptitudes.

• Implement the service delivery model most appropriate to the students’ degree of severity

• Provide activities commensurate with students’ interests and aptitudes

• Modify therapeutic instructional approaches and other functions from data gathered

during therapy

• Select/implement evidence-based practices which support the goals and objectives of the

speech, language and hearing program

School Speech-Language Pathologists use evidence-based methods and techniques

appropriate to stated objectives.

School Speech-Language Pathologists design select or modify curricula using a variety of

equipment, materials, devices or aids. They systematically implement evidence based

interventions to foster communicative competence and provide feedback and reinforcement to

students.

• Design, selects and/or modifies special curricula/therapy content

• Use a variety of equipment, materials, devices and aids

• Use systematic and evidence-based intervention strategies to foster communicative

competence

• Provide feedback and reinforcement to students

STANDARD 5: SCHOOL SPEECH-LANGUAGE PATHOLOGIST

REFLECT ON THEIR PRACTICE

School Speech-Language Pathologists engage in continuing education and professional

growth activities related to speech-language-hearing and education.

School Speech-Language Pathologists participate in meetings, symposia and workshops that

directly relate to the profession. They review literature and make use of current information

during diagnostic and therapy activities. They apply knowledge gained from continuing

education activities and explore and disseminate information about new or improved methods

for serving students.

• Participate in professional meetings, symposia and workshops directly related to the

speech-language-hearing profession

• Review speech, language and hearing literature and makes use of new information during

therapy and instructional procedures

• Apply knowledge gained from continuing education activities

• Explore and disseminate information about new and/or improved methods for serving

students

10

School Speech-Language Pathologists analyze the impact of comprehensive speech-

language services on student learning.

School Speech-Language Pathologists think systemically and critically about the impact of

comprehensive speech-language services on student success. School Speech-Language

Pathologists collect and analyze student data to plan and evaluate the effectiveness of service

delivery. Based on current and relevant research findings and data, school Speech-Language

Pathologists adapt their practices to best meet the needs of students, schools, families, and

communities, thus improving their practice.

• Think systemically and critically about the impact of comprehensive speech-language

services on student success

• Collect and analyze student data to plan and evaluate the effectiveness of service delivery

• Based on current and relevant research findings and data, school Speech-Language

Pathologists adapt their practices to best meet the needs of students, schools, families, and

communities, thus improving their practice

11

Standards Review Committee

Name Position Organization

Nell Rose Board of Education Member Rockingham County Schools

Gina Smith Exceptional Children’s Curriculum

Coordinator

Charlotte-Mecklenburg

County Schools

Tomma Hargraves Co-Lead Speech-Language Pathologist Wake County Schools

Jenaye Houghton Lead Speech-Language Pathologist Jackson County Schools

Brenda Taylor Assistant Director of Exceptional

Children’s Services Buncombe County Schools

Deena Haley Lead Speech-Language Pathologist Cabarrus County Schools

Beth Burnes Lead Speech-Language Pathologist Chapel Hill/Carrboro

Tom Winton Chief Consultant, Instructional

Support Related Services EC Division

North Carolina Department

of Public Instruction

Dr. Susan Battigelli Lead Speech-Language Pathologist Winston Salem/Forsyth

County Schools

Amy Sherman Lead Speech-Language Pathologist Onslow County Schools

Dr. Ann Brady Director of Exceptional Children Rockingham County Schools

Beth Ussery Lead Speech-Language Pathologist Preschool Rockingham County Schools

Debbie Lassater Lead Speech-Language Pathologist Rockingham County Schools

Dr. Linda Watson Professor, Communication Sciences

and Disorders UNC – Chapel Hill

Linda Tufts Lead Speech-Language Pathologist Moore County Schools

Carolyn Fowler Lead Speech-Language Pathologist Lee County Schools

Dr. Wayne Foster Director of Exceptional Children

(Response to Instruction Coordinator)

Alamance Burlington

(currently in Forsyth County)

Stephanie Nance Lead Speech-Language Pathologist Alamance County Schools

Georgie Gracy Lead Speech-Language Pathologist Preschool Wake County Schools

Dr. Marianna Walker Professor, Communication Sciences and

Disorders East Carolina University

Melanie Mayer Lead Speech-Language Pathologist New Hanover County

Anita Gordon Lead Speech-Language Pathologist Harnett County Schools

12

Marilyn Johnson Lead Speech-Language Pathologist Cumberland County

Dr. Tom Layton Professor and Chair, Communication Sciences

and Disorders North Carolina Central University

Brandy Joyner Lead Speech-Language Pathologist Cherokee County Schools

Barbara Slingerland Lead Speech-Language Pathologist Charlotte/Mecklenburg County

Schools

Beth Helig Co-Lead Speech-Language Pathologist Gaston County Schools

Dr. Ruby Drew (former) Professor, Communication Sciences

and Disorders Western Carolina University

Beverly Knight Co-Lead Speech-Language Pathologist Wake County Schools

Nancy Partin Lead Speech-Language Pathologist Wayne County Schools

Betsy Shoaf Lead Speech-Language Pathologist Davidson County Schools

Donna Brown Professor and Chair, Communication Sciences

and Disorders Appalachian State University

Leigh Wright Lead Speech-Language Pathologist Guilford County Schools

Barbara Bost Speech-Language Pathologist Cabarrus County Schools

Renee Chapman Co-Lead Speech-Language Pathologist Gaston County Schools

David Mills (former) Chief Consultant EC Division and

Speech-Language Pathologist Consultant NC Department of Public Instruction

Chris Cicotello Lead Speech-Language Pathologist Asheville City Schools

Rob Dellinger Speech-Language Pathologist Wake County Schools

Perry Flynn Consultant in Speech-Language Pathologist NC Department of Public Instruction


EXECUTIVE SUMMARY

Title: Proposed Qualifying Scores for Regenerated Praxis II Exams


Consent AAction Action on First Reading Discussion Information


Constitution

General Statute #



SBE Policy (New)

APA #

APA Amendment

APA (New)

Other

Presenter(s): Steleana Rountree (Consultant, Licensure Section)

Description:

During 2009 and 2010 the Educational Testing Service (ETS) convened two non-overlapping expert panels to

conduct multi-state standard setting studies for each of the following Praxis II exams: (a) World Languages:

German, (b) World Languages: French, (c) World Languages: Spanish, (d) Business Education, (e) Teaching

Reading, (f) Special Education: Core Knowledge and Applications, (g) Special Education: Core Knowledge and

Mild to Moderate Applications, and (h) Special Education: Core Knowledge and Severe to Profound Applications.

Each content specific panel consisted of personnel from North Carolina and several other states across the nation.

Panels reviewed regenerated tests in their teaching areas, and completed the standard setting process for the purpose

of recommending qualifying scores to the departments of education in participating states. Initially in the

regeneration process, and prior to the standard setting studies, test content for each Praxis II exam was updated by a

National Advisory Committee of experts based upon national standards, best practices in the teaching area, and

changes in the field. Each regenerated exam was confirmed by a national survey of educators in the subject area.

All tests remain appropriate for assessment of individuals seeking a North Carolina teaching license in the specified

areas.

Resources:

None

Input Process: ETS Staff, DPI Staff, and Content Specific Expert Panels

Stakeholders:

Teachers, Prospective Teachers, LEAs, and IHEs

Timeline For Action:

The recommendation was presented for discussion in May and is being presented for action this month. It will

become effective upon State Board approval.

Recommendations:

It is recommended that the State Board of Education approve the new qualifying scaled scores for each updated

Praxis II exam as the equivalent of the current cut scores. Each regenerated test will be administered beginning in

the fall of 2010, with the final administration of the current tests to occur in the summer of this year.

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Specify:


Specify:


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*Person responsible for SBE agenda materials and SBE policy updates: Linda Jones (807-3355)

1

A Recommendation of Qualifying Praxis II Scores

World Languages: French, German, and Spanish

Business Education

Reading Education (A-level)

Special Education: Core Knowledge and Applications

Praxis II exams undergo regular regeneration every five years, unless warranted on a more frequent basis, as a part of the revisions

process of Educational Testing Service (ETS). The most recent round of test updates included: a) World Languages - French,

German, and Spanish, b) Business Education, c) Reading Education (A-level), and d) Special Education: Core Knowledge and

Applications. Steps for the revision process for each test included:

� Test content was updated in accordance with national standards for each subject area

� A National Advisory Committee of expert practitioners and higher education faculty defined the content of the updated exam

� A national survey of practitioners confirmed the content as appropriate

� Two separate Multi-State Standard Setting Studies were conducted to review test content again, and recommend a qualifying

score to the various state departments of education

Qualifying Score Recommendations - Starting fall of 2010

(Each test is scored on a 100-200 point scale)

Regenerated Test Name and

Number

Recommended

Equivalent

Qualifying

Score

Current Test Name(s)

and Number(s)

Current Qualifying Score

Business Education - 0101 154 Business Education -

0100 580

French: World Language - 5174 162

French: Content

Knowledge – 0173 AND

French: Productive

Language Skills - 0171

Combined - 335

German: World Language - 5183 163 German: Content

Knowledge - 0181 153

Spanish: World Language - 5195 168

Spanish: Content

Knowledge – 191 AND

Spanish: Productive

Language Skills - 0192

Combined - 327

Teaching Reading - 0204 159 Reading - 0200 540

Special Education: Core

Knowledge and Applications -

0354

151 Special Education: Cross

Categorical - 0352 136


Knowledge and Mild-to-moderate

Applications - 0543

158

Education of Exceptional

Students: Mild to

Moderate Disabilities -

0542

159


Knowledge and Severe-to-profound

Applications - 0545

158 Education of Exceptional

Students: Severe to Profound

Disabilities - 0544 144

2

Rationale Qualifying Scores:

1. Based upon the recommendations of each of the two Multi-State Standard Setting Panels for each Praxis II assessment, the cut

scores are appropriate in that they fall within the safe range of recommended study scores.

2. After collection of two years of performance data, we will review the data on the updated test and recommend an adjustment to the

score if necessary.

3

NORTH CAROLINA STATE BOARD OF EDUCATION

Policy Manual

Policy Identification

Priority: Twenty-first Century Professionals

Category: Licensure

Policy ID Number: TCP-A-003

Policy Title: Policies on Testing Requirements

Current Policy Date: 01/07/2010

Other Historical Information: Previous Board dates: 11/02/1994, 02/06/1997, 06/15/1997, 09/04/1997,

11/06/1997, 03/05/1998, 12/03/1998, 04/01/1999, 07/01/1999, 08/05/1999, 01/12/2000, 07/13/2000,

12/07/2000, 03/07/2002, 06/05/2003, 7/1/2003, 6/30/2005, 10/6/2005, 01/05/2006, 05/04/2006, 07/06/2006,

12/07/2006, 05/07/200903/01/2007, 05/05/2007, 06/07/2007, 03/06/2008,09/03/2009

Statutory Reference: PL 107-110, the No Child Left Behind Act of 2001

Administrative Procedures Act (APA) Reference Number and Category: 16NCAC 6C.0310

THIS POLICY HAS BEEN ADOPTED BY THE NC STATE BOARD OF EDUCATION, BUT IS STILL

PENDING CODIFICATION IN THE NC ADMINISTRATIVE CODE. ALL CODIFIED RULES MAY

BE ACCESSED BY GOING TO THE OAH WEBSITE.

Policies on Testing Requirements

3.00 Teacher Education Program Admission

Undergraduate degree-seeking student must satisfactorily complete the Praxis I (Pre-Professional Skills Test

[PPST] or Computer Based Test [CBT]) for formal admission to approved teacher education program in North

Carolina IHEs. The required scores follow:

PPST Reading 176

PPST Writing 173

PPST Mathematics 173

CBT Reading 323*

CBT Writing 319*

CBT Mathematics 318*

4

Individuals with a composite score of 522 on the PPST Reading, Writing, and Mathematics exams, or a

composite score of 960 on the CBT Reading, Writing, and Mathematics exams, shall be deemed to have

satisfied this requirement.

* Note: ETS no longer offers the CBT Reading, Writing, or Mathematics exams; however, the scores for the CBT tests are

reportable for ten years.

Individuals with a total SAT score of 1100 are exempt from Praxis I testing requirements for teacher education

program admission.

Individuals with a total SAT score of less than 1100, but a score of at least 550 on the Verbal test are exempt

from the Preprofessional Skills Tests in Reading and Writing for teacher education program admission.

Individuals with a total SAT score of less than 1100, but a score of at least 550 on the Math test are exempt

from the Preprofessional Skills Test in Mathematics for teacher education program admission.

Individuals with a composite ACT score of 24 are exempt from Praxis I testing requirements for teacher

education program admission.

Individuals with a composite ACT score of less than 24, but with a score of at least 24 on the English test are

exempt from the Preprofessional Skills Tests in Reading and Writing for teacher education program admission.

Individuals with a composite ACT score of less than 24, but a score of at least 24 on the Math test are exempt

from the Preprofessional Skills Test in Mathematics for teacher education program admission.

3.10 Testing Requirements for a North Carolina License

Individuals seeking a North Carolina professional educator’s license must meet the testing requirements

established by the State Board of Education to be issued a clear license. Current testing requirements are at the

end of this section.

3.20 Adding Areas to an Existing License

Individuals who hold a clear teaching license in one area can add an additional teaching area to the license by

completing an approved teacher education program in the additional area and meeting the federal requirement

to be “highly qualified” in the additional teaching area or by satisfying Praxis II testing requirements for the

additional area or by completing 24 semester hours in the subject area with a grade of or better in the subject

area. Individuals who hold a clear teaching license can also add a language area to the license by earning a

rating of at least “Intermediate High” proficiency on the ACTFL (American Council on the Teaching of Foreign

Languages) Oral Proficiency Test, and, if available, the Writing Proficiency Test.

Individuals adding administrative and/or student services areas must satisfy the Praxis II testing requirements

for these areas.

5

AREA OF LICENSURE CODE REQUIRED TESTS

REQUIRED SCORE ON SUBJECT

ASSESSMENT

Preschool/Elementary

Birth through Kindergarten 014 None**

Elementary (K-6) 025 0011 and 0012 313 (total score)

Preschool Add-on 015 none

Middle Grades

Language Arts 78180 0049 145

Mathematics 78200 0069 141

Science 78300 0439 134

Social Studies 78400 0089 149

Agriculture 78700 none

Business 78760 none

Health Occupations 78720 none

Family & Consumer Sciences 78710 none

Marketing 78730 none

Technology 78820 none

Secondary

Anthropology 433 0081 & 0084 320 (total score)

Bible 905 none

Biology 310 0235 & 0234 302 (total score)

Business Education 600 0100 0101 580 154

Chemistry 330 0245 & 0483 307 (total score)

Earth Science 302 0571 136

Economics 431 0081 & 0084 320 (total score)

English 100 0041 & 0043 321 (total score)

French 510 0171 & 0173 5174 335 (total score)

162

Geography 410 0081 & 0084 320 (total score)

German 530 0181 5183 153 163

History 420 0081 & 0084 320 (total score)

Latin 590 0600 570

Mathematics 200 0061 & 0065 281 (total score)

Physics 320 0260 510

Political Science 405 0081 & 0084 320 (total score)

Russian 580 none

Science (comprehensive) 300 0435 &

either 0483 or 0234

0435 & 0483 - 305 0435 & 0234 - 303

(total score)

6



ASSESSMENT

Social Studies (comprehensive) 400 0081 & 0084 320 (total score)

Sociology 432 0081 & 0084 320 (total score)

Spanish 520 0191 & 0192 5195 327 (total score)

168

Special Subject Areas (K-12)

Art 810 0131 & 0133 322 (total score)

Dance 805 none

English as a Second Language 110 0360 520

French 511 0171 & 0173 5174 335 (total score)

162

German 531 0181 5183 153 163

Health Specialist 098 0550 640

Junior ROTC 999 none

Music 800 0111 & 0113 299 (total score)

Physical Education 090 0091 152

Reading (bachelor's level) 190 0200 0204 540 159

Reading (graduate level) 190 0300 570

Safety and Driver Education 096 none

Spanish 521 0191 & 0192 5195 327 (total score)

168

Speech Communication 109 0220 560

Theater Arts 108 none

Exceptional Children

Academically Gifted 88087 none

Special Education: Adapted Curriculum 88092 0544 0545 and 0511

0544 = 144 0545 = 158 0511 = 148

Special Education: General Curriculum 88091

0542 0543 and 0511

0542 = 159 0543 = 158 0511 = 148

Behaviorally/Emotionally Disabled 88085

0371 and 0511 0371 =147 0511 = 148

Cross Categorical 88001

0352 0354 and 0511

0352 =136 0354 = 151 0511 = 148

Hearing Impaired 88088 None

Mentally Disabled 88081

0321 and 0511 0321 = 144 0511 = 148

Severely Profoundly Mentally Disabled 88002

0321 and 0511

0321 = 144 0511 = 148

7



ASSESSMENT

Learning Disabled 88086

0381 and 0511 0381 = 139 0511 = 148

Visually Impaired 88083 0280 550

Career-Technical Education

Agricultural Education 700 none

Career Development Coordinator 747 none

Handicapped/Disadvantaged 770 none

Health Occupations Education 720 none

Family & Consumer Sciences 710 0120 540

Marketing Education 730 0560 690

Technology Education 820 0050 580

Trade and Industrial Education 740 none

Business Education 760 0100 580

Special Services Personnel

Counselor 005 0420 570

School Social Worker 006 none

School Psychologist 026 0400 620

Media Coordinator 076 0310 610

Audiologist 88003 0340 590

Speech-Language Pathologist 88082 0330 550 Instructional Technology Specialist – Telecommunications 074 none

Administrative/Supervisory School Administrator—Superintendent 011

School Leaders Licensure Assessment 163

School Administrator—Principal 012 School Leaders

Licensure Assessment 163

Curriculum-Instructional Specialist 113 0410 590 Instructional Technology Specialist – Computers 077 none

Media Supervisor 078 0410 590 Career-Technical Education Director 711 0410 590 Exceptional Children Program Administrator 88099 0410 590

** Although no test is required for the Birth-Kindergarten (B-K) license, B-K teachers may be designated

“highly qualified” to teach kindergarten by earning a score of 155 or higher on Praxis test 0022.


EXECUTIVE SUMMARY

Title: Final Decision in Contested Case:

Alexa Molden v. The North Carolina State Board of Education


Action Action on First Reading Discussion Information


Constitution

General Statute #150B-36

SBE Policy #


SBE Policy (New)

APA #

APA Amendment

APA (New)

Other

Presenter(s): Ms. Katie Cornetto (Staff Attorney, State Board of Education)

Description:

Ms. Alexa Molden filed a petition with the Office of Administrative Hearings contesting the decision to deny her a

waiver of repayment for the National Board for Professional Teaching Standards (NBPTS) fee to the State. The

Administrative Law Judge upheld the agency’s action.

Resources:

NA

Input Process:

The administrative hearing process allows both parties to present evidence to an impartial fact-finder.

Stakeholders:

SBE, DPI, LEAs, Teachers

Timeline For Action: The report is presented for action on first reading this month. This is a closed session item.

Recommendations:

The State Board shall issue a Final Agency Decision in the contested case.

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Specify:


Specify:


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*Person responsible for SBE agenda materials and SBE policy updates: Katie Cornetto (807-3406)

STATE OF NORTH CAROLINA IN THE OFFICE OF

ADMINISTRATIVE HEARINGS

COUNTY OF WAKE 08 EDC 2371

ALEXA MOLDEN,

Petitioner,

v.

NORTH CAROLINA STATE BOARD OF

EDUCATION,

Respondent

DECISION

This cause came on to be heard on November 4, 2009, before the Undersigned

Administrative Law Judge Joe L. Webster. Having heard and considered all the evidence presented,

the Undersigned makes the following Findings of Fact and Conclusions of Law:

APPEARANCES

For the Petitioner: Michael C. Byrne

Wachovia Capitol Center

Suite 1130

150 Fayetteville Street

Raleigh, NC 27604

For the Respondent: Laura E. Crumpler

Assistant Attorney General

NC Department of Justice

PO Box 629

Raleigh, NC 27602

ISSUE

Whether the Petitioner met her burden to show that the Respondent erroneously denied her request

for a waiver of repayment of the NBPTS fee to the State.

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STATUTE TO BE CONSTRUED

§ 115C-296.2. National Board for Professional Teaching Standards

Certification.

(a)State Policy. It is the goal of the State to provide opportunities and

incentives for good teachers to become excellent teachers and to

retain them in the teaching profession; to attain this goal, the State

shall support the efforts of teachers to achieve national certification

by providing approved paid leave time for teachers participating in

the process, paying the participation fee, and paying a significant

salary differential to teachers who attain national certification from

the National Board for Professional Teaching Standards (NBPTS).

The National Board for Professional Teaching Standards (NBPTS)

was established in 1987 as an independent, nonprofit organization to

establish high standards for teachers’ knowledge and performance

and for development and operation of a national voluntary system to

assess and certify teachers who meet those standards. Participation in

the program gives teachers the time and the opportunity to analyze in

a systematic way their professional development as teachers,

successful teaching strategies, and the substantive areas in which they

teach. Participation also gives teachers an opportunity to demonstrate

superior ability and to be compensated as superior teachers. To

receive NBPTS certification, a teacher must successfully (i) complete

a process of developing a portfolio of student work and videotapes of

teaching and learning activities and (ii) participate in NBPTS

assessment center simulation exercises, including performance-based

activities and a content knowledge examination.

(b) Definitions. As used in this subsection:

(2) A teacher is a person who:

a. Either:

1. Is certified to teach in North Carolina; or

2. Holds a certificate or license issued by

the State Board of Education that meets the

professional license requirement for

NBPTS certification;

b. Is a State-paid employee of a North Carolina public school;

c. Is paid on the teacher salary schedule; and

d. Spends at least seventy percent (70%) of his or her work time:

1. In classroom instruction, if the employee is employed as a

teacher. Most of the teacher’s remaining time shall be spent

in one or more of the following: mentoring teachers, doing

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demonstration lessons for teachers, writing curricula,

developing and leading staff development programs for

teachers; or

2. In work within the employee’s area of

certification or licensure, if the employee is

employed in an area of NBPTS certification

other than direct classroom instruction.

(c) Payment of the NBPTS Participation Fee; Paid Leave. The State

shall pay the NBPTS participation fee and shall provide up to three

days of approved paid leave to all teachers participating in the

NBPTS program who:

(1) Have completed three full years of teaching in a

North Carolina public school and;

(2) Have (i) not previously received State funds for

participating in any certification area in the NBPTS

program, (ii) repaid any State funds previously

received for the NBPTS certification process, or (iii)

received a waiver of repayment from the State Board

of Education.

Teachers participating in the program shall take paid leave only with

the approval of their supervisors.

(d) Repayment by a Teacher Who Does Not Complete the Process. A

teacher for whom the State pays the participation fee who does not

complete the process shall repay the certification fee to the State.

Repayment is not required if a teacher does not complete the process

due to the death or disability of the teacher. Upon the application of

the teacher, the State Board of Education may waive the repayment

requirement if the State Board finds that the teacher was unable to

complete the process due to the illness of the teacher, the death or

catastrophic illness of a member of the teacher’s immediate family,

parental leave to care for a newborn or newly adopted child, or other

extraordinary circumstances.

(e) Repayment by a Teacher Who Does Not Teach for a Year After

Completing the Process a teacher for whom the State pays the

participation fee who does not teach for a year in a North Carolina

public school after completing the process shall repay the

certification fee to the State.

Repayment is not required if a teacher does not teach in a North

Carolina public school for at least one year after completing the

process due to the death or disability of the teacher. Upon the

application of the teacher, the State Board of Education may extend

the time before which a teacher must either teach for a year or repay

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the participation fee if the State Board finds that the teacher is unable

to teach the next year due to the illness of the teacher, the death or

catastrophic illness of a member of the teacher’s immediate family,

parental leave to care for a newborn or newly adopted child, or other

extraordinary circumstances.

(f) Rules the State Board shall adopt policies and guidelines to

implement this section.

FINDINGS OF FACT

1. Pursuant to G.S. 115C-295, all teachers employed in the public schools of North Carolina

must be certified, or licensed, to teach. G.S. 115C-296 provides that the State Board of Education

(hereinafter, the SBE) shall have entire control of certifying all applicants for teaching positions in

all public elementary and high schools of North Carolina . . . . G.S. 115-C-296(a)

2. The SBE has exercised its authority to control the licensing of teachers by the adoption of

numerous policies governing licensure. See 16 N.C.A.C. 6C. 0101 et seq.

3. In addition to the system for mandatory licensing of teachers, there exists the opportunity to

obtain national licensing through the National Board for Professional Teaching Standards

(hereinafter NBPTS). National licensing is optional.

4. National licensing involves a strenuous and lengthy process that includes the development by

the teacher of a comprehensive portfolio. The portfolio requires submission of at least two

videotapes. In addition, the teacher must take and pass written assessments, administered at select

locations and consisting of written questions. (T pp. 14-16)

5. The North Carolina legislature has for many years encouraged and assisted teachers in

achieving this certification by:

a. Paying a fee of $2500 directly to the NBPTS to cover the cost of the process;

b. Allowing a participating teacher three days of annual leave; and

c. Awarding successful completers a 12% raise for achieving the certification.

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These incentives are all codified in G.S. 115C-296.2.

6. Jeanne Washburn testified regarding the role that the Department of Public Instruction plays

in ensuring that the mandate of G.S. 115C-296.2 gets carried out. Ms. Washburn was employed for

ten years by the North Carolina Department of Public Instruction as a Program Assistant in the

Center for Recruitment and Retention. (T pp.13, 79)

7. Ms. Washburn’s duties were to work specifically with the NBPTS teacher certification

program. Ms. Washburn received the applications from teachers wishing to access State funds in

order to pursue certification and then verifies the eligibility of those teachers to receive the State

funding. Once she has verified eligibility, Ms. Washburn is responsible for requesting that

appropriate checks be drawn and forwarded to NBPTS. (T p. 90)

8. A teacher who wants to apply for National Board certification must first go to the NBPTS

website and fill out the general application. After completing the general application, the teacher

may access the specific North Carolina website in order to request State funding pursuant to G.S.

115C-296.2. (T p. 83)

9. At the State funding website, the teacher must enter basic information that will permit his or

her eligibility to be verified. The teacher must also agree to the terms of a promissory note. (T pp.81-

84) Specifically, the teacher applicant agrees, in consideration of the State’s undertaking to pay the

$2500 application fee, to complete the certification process in one year. (T p. 54, 84; R. Ex. 3) The

teacher also agrees that, if he/she fails to complete the process in one year, he/she will repay the

$2500 to the State. (R. Ex. 3; T p. 84)

10. The teacher must agree to the terms of the promissory note in order to proceed with on-line

registration. (T pp. 81, 84)

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11. Once the teacher has entered the required information and has agreed to the necessary terms

and conditions, teacher’s eligibility for funding is verified. If the teacher is eligible, the Department

of Public Instruction then forwards a check to NBPTS. (T pp. 90-92)

12. No money is transferred unless and until the teacher agrees to all the terms and conditions of

the promissory note.

13. Other than providing financial incentives, the State of North Carolina plays no role in the

administration, evaluation, assessment or grading of the certification materials or submissions. (T pp.

53, 93, 94, 100, 154, 164) The teacher has a separate and independent relationship with NBPTS.

14. In the event a teacher discovers a hardship or barrier to completion of the process, he or she

may withdraw prior to the date the portfolio is due and prior to the assessment and will not be

assessed the full repayment of the $2500, but only $500. (R. Ex. 3)

15. Teachers may withdraw anytime before the portfolio is due on March 31 of the school year in

which certification is being attempted. (R. Ex. 3)

16. Typically, the certification process takes several months culminating in the taking of

assessments no later than June of the school year in which certification is sought.

17. Because of the time needed for scoring, NBPTS does not release the applicant’s scores until

November or December of the following school year. (T pp. 93-94)

18. At some point following the release of the scores in November, NBPTS notifies the

Department of Public Instruction of the names of all applicants who did not complete the process,

made no attempt to complete the process, or timely withdrew from the process. (T p. 94) No one at

the State Department has authority to override the determination by NBPTS that a teacher is a “non-

completer” (T pp. 100, 153-54)

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19. Individuals designated by NBPTS as non-completers are then notified that they have not

complied with the conditions of the promissory note requiring them to complete the process in one

year, and if they have not properly and timely withdrawn, they must repay the State the $2500

participation fee. (T p. 96)

20. Pursuant to G.S. 115C-296.2(d), a teacher for whom the State pays the participation fee who

does not complete the process shall repay the certification fee to the State.

21. The statute goes on to provide that [r]epayment is not required if a teacher does not complete

the process due to the death or disability of the teacher.@ Id

22. In certain limited circumstances, the State Board may waive the repayment requirement if the

State Board finds that the teacher was unable to complete the process due to the illness of the

teacher, the death or catastrophic illness of a member of the teacher’s immediate family, parental

leave to care for a newborn or newly adopted child, or other extraordinary circumstances. G.S. 115C-

296.2(d)

23. The Statute makes it clear that waivers are discretionary with the State Board and thus the

burden is on the teacher to demonstrate that extraordinary circumstances existed and the teacher’s

inability to complete the process was a result of those circumstances.

24. The letter that notifies non-completers and non-attempters also informs them that they may

seek a waiver as provided by statute and sets out the process for requesting a waiver.

25. Notably, while the State Board may waive repayment for certain extraordinary circumstances,

it is not given authority, and has no authority, to overrule the determination that a teacher is a “non

completer”. Accordingly, the SBE has no authority to waive repayment on the basis that the teacher

in fact “completed” the process.

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26. An Appeals Panel has been established by the Department of Public Instruction consisting of

professional educators, many of whom are themselves nationally certified. (T pp. 97, 156)

Department of Public Instruction staff mails out in advance to Panel members all appeals materials

and documentation submitted in support of the teacher’s appeals. Teachers are informed in advance

that they must submit adequate documentation, including time lines and medical bills, to support

their requests for waivers. Teachers are also informed that they may appear personally before the

Panel to present their request. (R. Ex. 5)

27. The Panel then meets to consider each appeal. The Panel assesses the request and looks for

truly extraordinary circumstances justifying the waiver request, including the nature and timing of

the circumstances, and whether a teacher could have timely withdrawn. (T pp. 97, 156-158) The

Panel has no authority to overrule the determination by NBPTS that the teacher is a non-completer.

(T p. 100, 153)

28. The Panel’s recommendations are then forwarded to the SBE for a final decision. Teachers

are notified of the decision and also notified of the right to appeal the decision to the Office of

Administrative Hearings.

29. In the case of Petitioner, the Panel and the State Board of Education denied the waiver

request.

30. In Petitioner’s case, the denial was based upon her failure to submit adequate documentation

showing an extraordinary circumstance warranting a waiver.

31. Petitioner does not contest the fact that she was designated a “non-completer” by NBPTS

because she received a “no score” on two entries of her National Board submission. Petitioner did,

however, claim before the Panel that, despite the designation by NBPTS, the Panel should find that

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she did, in fact, complete the process and should be excused from repayment on that ground. (T pp.

35, 54-55) Petitioner nevertheless admitted at the hearing that “with hindsight” she might not have

responded in the way “ the National Board was looking for.” (T p. 46)

32. Petitioner did not contest that she had agreed to complete the process within one year or she

would owe $2500 back to the State. (T p. 54)

33. Petitioner received the letter from Danny Holleman notifying her that she was a non-

completer and owed the money back to the State and that she had the right to appeal to the Appeals

Panel to request a waiver. (T pp. 54-55)

34. Petitioner exercised the right to appeal and the Panel considered her appeal in July 2008. The

Panel denied Petitioner’s request based upon insufficient evidence that she met the statutory criteria

for a waiver. (T p. 120)

35. Upon the denial, Petitioner appealed to the Office of Administrative Hearing (OAH). At the

hearing of her case, Petitioner claimed that she was entitled to a waiver due to an illness that

prevented her from completing the process. She had not raised this ground in her earlier appeal to

the Appeals Panel.

36. Respondent requested that the matter be remanded to the Appeals Panel so that it could

consider the newly asserted grounds for waiver. The ALJ granted Respondent’s request. (T pp.

109-110)

37. Upon the scheduling of the next Appeals Panel meeting, Ms. Washburn notified Petitioner

and Petitioner submitted her medical evidence in support of her waiver request. (T p. 112)

38. 40. The Panel met and considered Petitioner’s newly asserted grounds for a waiver. (T

pp. 112-113) The Panel denied the request on grounds that the documentary evidence failed to show

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that Petitioner’s illness was extraordinary or that it prevented her from completing the process. (T pp.

113-115). The members of the Respondent’s panel do not have any licensed medical professional or

other person with medical training, with whom they can or do consult in making determinations

about a given candidate’s illness.

39. Denise Scronce, a member of the Appeals Panel who had been an educator for 35 years and

was herself a National-Board-certified teacher, testified at the hearing. (T pp.155-182) Ms. Scronce

served on the second panel that reviewed Petitioner’s request for a waiver. (T p. 159) She testified

that Petitioner presented “very little documentation” and did not provide a “timeline” to substantiate

her waiver request. (T p. 161) There were no doctor statements supporting a casual connection

between her illness and the inability to complete the process. (T p. 161) Finally, Ms. Scronce noted

that a great deal of time that Petitioner was ill occurred after the submission of the materials to

NBPTS, and hence the illness could not have caused Petitioner not to complete the process. (T p.

162).

40. Moreover, the undersigned finds that the medical records contained within Respondent’s

Exhibit 13, specifically the fourth page of the Exhibit and that portion entitled, “history of present

illness,” should be viewed with more scrutiny than under ordinary circumstances. In pertinent part,

the doctor’s notes states as follows: “Encounter Background Information: Wants to review events of

last year when she was sick. Will be using prolonged illness as reason to appeal her failure of the

advanced Teaching Certification from spring 2007…..3/07 started with bad cough, she says

whooping cough….says failure is due to her poor health status at the time.” The undersigned finds

that while Dr. Lee Anne Bankaitis’s office notes do constitute a medical record, it is not the kind of

documentation normally entered by a physician simultaneous or shortly after the doctor’s visit.

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Consequently, the undersigned gives less credibility to Dr. Bankaitis’ October 8, 2008 office note

than if they had been made at the time of or in close proximity to the Petitioner’s doctor’s visits

during 2007. Viewing the all of the medical evidence in its entirety, even if view in a light most

favorable to Petitioner, it is insufficient to prove by a preponderance of the evidence that Petitioner is

entitled to a waiver.

41. The Panel voted unanimously to deny the waiver request and its recommendation was

adopted by the State Board of Education. (T p. 164)

42. Petitioner did not present adequate documentation showing that it was impossible for her to

complete the National Board process. The burden is on Petitioner, both before the Panel and State

Board of Education, and before this Court, to show circumstances that would prevent her from

completing the process in timely fashion. Petitioner’s circumstances were not shown to be

extraordinary so as to warrant a waiver of repayment.

43. The Respondent’s witnesses demonstrated that the Respondent did not have policies or

guidelines as required by law. N.C.G.S 115C-296.2(f). Nevertheless, it is clear from this statute, that

even without the promulgation of Rules as required by law, the word “illness” is to be given its

ordinary meaning. While there are varying degrees of severity with respect to any illness, an illness,

whatever it might be diagnosed or called, must be severe enough such that the teacher was unable to

complete the process as a result of the illness. The evidence before the panel was sufficient for the

Panel to have reached the conclusion that it did without the guidance of duly promulgated rules.

After hearing the facts peculiar to this case, the undersigned must concur with the decision of the

Panel. The undersigned may have been compelled to reach a different conclusion with respect to

Respondent’s failure to promulgate rules if presented with different facts and legal issues.

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44. Petitioner has not met her burden of demonstrating that the State Board of Education

erroneously denied her a waiver of repayment.

CONCLUSIONS OF LAW

1. The burden is on Petitioner to demonstrate, by a preponderance of the evidence that the State

Board of Education erred in denying her request for a waiver. Peace v. Employment Sec. Comm’n.,

349 N.C. 315, 507 S.E.2d 272 (1988).

2. Petitioner has not met her burden of showing that the State Board of Education erred in

denying her request for a waiver or that the State Board of Education:

(1) Exceeded its authority;

(2) Acted erroneously;

(3) Failed to use proper procedure;

(4) Acted arbitrarily or capriciously; or

(5) Failed to act as required by law.

DECISION

The decision of the State Board of Education denying Petitioner’s request for a waiver should

be affirmed.

NOTICE

The agency making the final decision in this contested case is required to give each party an

opportunity to file exceptions to this recommended decision and to present written arguments to

those in the agency who will make the final decision. G.S. 150B-36(a).

The agency is required by G.S. 150B-36(b) to serve a copy of the final decision on all parties

and to furnish a copy to the parties’ attorney of record and to the Office of Administrative Hearings.

The agency that will make the final decision in this contested case is the North Carolina State

Board of Education.

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This the ______day of March, 2010

________________________________

Administrative Law Judge

Joe L. Webster

Documents

SBE Meeting 06/2010 Attachment: TCP 1 Meeting 06/2010 Attachment: TCP 1 EXECUTIVE SUMMARY Title: Revision of Board Policy to Reflect Changes in the Provisional Licensing Requirements